Standard_3

Students

3.A Purpose and Organization

Student programs and services support the achievement of the institution’s mission and goals by contributing to the educational development of its students. Student programs and services are consistent with the educational philosophy of the institution. The institution provides essential support services for students, regardless of where or how enrolled and by whatever means educational programs are offered.
3.A.1
Mission of the college: ‘As a comprehensive, open door community college, the mission of South Puget Sound Community College is to provide quality educational opportunities in order to meet the intellectual, academic, vocational, career, personal, and developmental needs of its students and members of the community at large.’
Goal of the college: South Puget Sound Community College is student centered
Objective: Provide comprehensive and effective services to students
The Student Services Division at South Puget Sound Community College supports the college’s mission by:
- Providing comprehensive student success systems that integrate access to the college and the successful completion of student goals.

- Providing programs and services that complement the instructional program, increase student involvement and retention, develop a sense of community on campus, and provide opportunities for intellectual, emotional, cultural and physical development.

Student services has in place several instruments for assessing to what degree the mission and goals of the college are being met and, if not, what changes or improvements need to be made. Assessment instruments include: 1) Community College Survey of Student Engagement (CCSSE) – Assessment and Plan of Action for 2006-2008; and 2) Student Services Staff Survey where staff have the opportunity to assess their departments effectiveness in serving the students as well as assessing their working environment and responsibilities; 3) a Master Notebook is kept in the Vice President for Student Services office; 4) Strategic Enrollment Management Plan.

The Master Notebook contains assessment instruments and allows the Vice President and staff to review all key factions within student services. The Master Notebook includes several sections that are reviewed at staff meetings and planning sessions to include: Assessment Strategic Plan / Annual Report / CCSSE / Clarus marketing report / Enrollment Management / Focus Groups / student Services Survey. A 2007-2020 plan for Student Services was developed and is reviewed annually. The review includes a progress report from each department within student services and to what extent has student services overall met goals from the annual plan. Sub-groups previous strategies for improvement are reviewed for effectiveness and new goals are set for 2009-10.
In the 2007-08 budget planning, several requests were made as a results of on-going assessment. Funds were granted for:
*New hire: Director of Financial Aid Processing
*Develop on-line tutoring program
*Recruitment and Outreach efforts
*Directory of Diversity & Equity
*Enhanced services for basic skills testing
*Salary increases for International Student Services director and staff
Other goals Student Services has identified, and are working toward, are: identify what students should actually be learning as they interact with each department within Student Services; more intervention in areas of academic appeals through a mandatory Academic Appeals Workshop; reinstating federal grants such as the Pel Grants to help students afford their education without paying higher interest on bank loans.

3.A.2
Student services and programs insure the staff are qualified individuals whose academic preparation and experiences are appropriate to their assignments and responsibilities. This is done is several steps: First, human resources sets up a hiring committee of qualified and involved staff and faculty who are well informed of the college mission and goals, the overall composition of students services and how important it is for all facets of the program to work copasetic with each other in meeting the colleges and student services goals. The committee reviews the important job responsibilities and what qualifications are needed to meet those responsibilities. Also reviewed is the job title and description as published by human resources. After the committee decides on what the needed qualifications and experiences should be, a job announcement is circulated throughout the community and technical college system. Applicants are screened, interviewed, rated, and the most qualified offered employment.
Once employed by the college there are several tools used to evaluate the effectiveness of the employees. Employees are not stagnant. Student Services encourages continual self and staff assessment of their effectiveness within the area of their expertise. All student services employees have input in annual assessments and planning as well as being involved in the planning of training opportunities. In an open and non-threatening way employees are encouraged to share ideas and concerns with supervisors and ultimately the Vice President of Student Services. Departments within Students Services assess their effectiveness as intricate parts of the whole in delivering services and staying abreast of new technology and techniques. Staff play a valuable role in assessing the previous year effectiveness and making suggestions for the present and future direction. This is done with sections as well as departmental meetings and a survey of staff. In the staff survey they are able to express their opinions regarding: 1) how valued they feel as an employee of Student Services; 2) how comfortable they feel about expressing their ideas; 3) how informed they feel about decisions affecting their area; 4) they can list the progress they have made toward the department goals; 5) they have an opportunity to rate, on a scale of 1-5, the sense of community present within Student Services; 6) they are asked if they feel they have the needed on going training and tools to effectively perform their job; 8) what information would they like to have more of; 9) how successful their interaction with outside departments have been; 10) what can be done to improve services to students; 11) describe the successes of Student Services from the past year; 12) identify one challenge from the past year; 13) the elements of their job they enjoy the most; 14) if there was one thing about Student Services they would improve, what it would be; 15) if the annual survey brought about any positive improvements in the past year; 16) and last if there are any other questions that should be added to the survey. Quarterly all staff meet for a professional development activity and to review the annual staff survey.
There is a year-end annual report from Student Services that is an accumulation of staff working together to improve the work place and services to students as well as the community as a whole. In the annual report, high lights of the last year were listed, assessment of 07-08 was mapped out, and new goals were set for 2009-10. In the past year the annual report Student Services report exposed several areas in need of improvement. Staff had input into all of these areas which culminated in several new directions in improving services to students. Because the staff is well qualified and had valuable input, suggested improvements were successful. This speaks to the level of skill, commitment and professionalism of staff, supervisors, and the Vice President.
All staff receive an annual job performance evaluation by their supervisors. Department heads within Student Services are evaluated by the Vice President of Student Services, Dr. Rhonda Coats. Dr. Coats is evaluated by the administration on a rotational basis.
All evaluations are done using the mandatory state Performance and Development Plan.
3.A.3
Appropriate policies are established by the Board of Trustees. Procedures are developed and implemented as policy direction is given by the Board of Trustees, the State Board for Community and Technical Colleges (SBCTC), the college President, representatives from Student Services as well as constituents who have a stake in the implementation of the policies.
To assess if each operating component is compatible and supportive of the goals of Student Services, many avenues are utilized to include: feedback from the CCSSE (College Survey of Student Engagement)survey results, annual Student Services staff survey, data collected on the usage of the various services available, survey results from participants, data from the Clarus survey and the Community Perception Survey and information gathered from ‘Suggestion Boxes’ placed throughout the Mottman and Hawks Prairie campuses. What does the data say are the results of these assessments?
Components of each developing program are compatible and support the goals of the College and Student Services.
3.A.4
Human, physical, and financial resources are based on need and the agreed upon initiatives being implemented. Overall resources are a result of the Student Services budget developed with the departmental Deans and Vice President’s input. There is a review of the present budget and any new initiatives/ideas brought forth from assessment and analysis using instruments listed in 3.A.3. What does the data say? Presently, Student Services budget is adequate to support the services and programs being offered. Evidence? In developing the 2009-2010 budget, Student Services staff will be analyzing priorities and core services and will allocate funds accordingly. However, it is recognized with a decreased budget some services will be limited in scope and time and, in some cases, may be eliminated. Student Services is looking at creative ways to deliver some services differently and to deliver more services electronically.
3.B General Responsibilities

3.B.1

Students’ learning needs are assessed by the Computerized Placement Test (CPT). The CPT assesses skill levels for all full-time and part-time students who are degree-seeking and enrolling in English, math, and reading courses. If students feel the first testing did not accurately reflect their abilities, they may choose to retake all or part of the test battery. The College also updated and evaluated the CPT test in 2002 with Dr. Ron Gordan from the College Board Accuplacer to make changes adjusting test scores to reflect accurately within our student population. See exhibit room for reports and findings.

The College adopted using the Community College Survey of Student Engagement (CCSSE) in 2005. The Community College Survey of Student Engagement (CCSSE) provides information to colleges about effective educational practices that promote improvements in student learning and persistence. See 3.B.6 for more detail.

For those students with academic skills below the College level, a number of developmental course offerings are available. It is the Colleges intent to provide instruction designed to bring students up to the academic skill level necessary for their individual success. Enrollment Services has ongoing testing through the 6th week of the quarter to access and enroll students into ABE/GED/ESL courses.

The College also has extensive offerings in Adult Basic Education (ABE), English as a Second Language (ESL), and English as a Foreign Language (EFL) for those students
new to the country or those requiring formal language education. For specific information on these programs, see the Adult Basic Education (ABE) report in Standard Two of this self-study.

Tutoring centers are available for those students who desire individual assistance in the basic skills of writing and mathematics. In addition, Smarthinking is an online tutoring service that College made available to its students beginning January 2008. Smarthinking provides tutoring in mathematics (basic math through Calculus including Bilingual Math), Biology, Introduction to Human Antinomy & Physiology, Chemistry, Organic Chemistry, Physics, Economics, Accounting, Intro to Finance, Statistics, Spanish, and Writing. Smarthinnking is research indicates that those students using the on-line tutoring service achieve higher grades than other students in those same classes who do not. See exhibit for findings. (right now only very comprehensive, summary review not yet available)

Students with disabilities may seek out or be referred to Disabilities Support Services. Trained staff has access to funds and services for support. The College continues to see significant increases in the number of students with disabilities requiring services.



The Disabilities Support Services allocation from the state has not been adequate to meet the increased costs required to serve these students. As a result, the College has needed to adjust the budget allocation to meet the needs of the disabled student population. Other community and technical colleges in the State of Washington are experiencing similar difficulties in meeting the needs of disabled students.


(A student needed real-time captioning increase expenditures during 2005-07. Numbers continue to vary depending on the number of high need students)
In addition to providing and arranging reasonable accommodations through Disability Support Services, the College also supports students needs by providing; Education Planning, Career Counseling for current and former students, offering Student Success classes, utilizing the Early Alert system, and sending probation letters reminding students of the support services available. The Early Alert system allows instructors to report, via Instructor Briefcase, students: who have never attended, students with attendance problems, and students demonstrated poor academic progress. Early Alert reports from faculty are monitored by Student Support Services Staff and calls or emails are sent to identify students in order to inquire about their situation and offer assistance. The College also emphasizes students’ achievements through President and Dean lists as well as special recognition at graduation.
Strengths
· implementation and success of SMARTTHINKING
· Movement of DSS to Diversity and Equity Department to increase visibility

Challenges
· DSS increasing demand with less budget and limited staff
· Strengthen connection with Testing Department and other campus areas in Instruction and Advising
· Updating acceptance policy on CLEP
3.B.2

Students participate on a regular basis in institutional governance. A representative, usually the Associated Student Body President, attends all Board of Trustees meetings. During these meetings a student report is made to the trustees, and the trustees are made aware
of upcoming activities. In addition, a student representative is part of all major college committees and councils, including Instructional Council and Probation/Review Committees.

Three students serve on the College Council in particular. The College Council is the major college planning and policy recommending body to the College President. The Council has the following duties: 1) receives recommendations for policy development and budget allocations from campus operational work groups; 2) makes policy and budget recommendations to President’s Staff; and 3) assesses Institutional Effectiveness, including the progress of the College’s Strategic Plan, the Strategic Enrollment Management Plan, the Facilities Master Plan, the Information Technology Plan and the Accreditation process. The College Council meets on a monthly basis.
Faculty and staff have input regarding practices effecting students in a variety of ways. Discussions of policies or changes to policies are often taken to Division Deans and Instructional Council for input. Faculty also serve on Ad Hoc committees; such as Advising and Worker Retraining.

Strength: Opportunity for student involvement in college governance

Challenge: Finding enough students to fill every opportunity

3.B.3

Student rights and responsibilities are clearly stated in the Code of Student Rights and Responsibilities. The Code was last revised on January 16, 2003. Code of Student Rights and Responsibilities includes sections delineating student rights, a comprehensive complaint/grievance process, addresses sexual harassment and the misuse of technology as sections under “violations”. The Code of Student Rights and Responsibilities mirrors state law. Washington Administrative Code (WAC) revisions and updates are prompted by changes in state law.

Additionally, Student Programs Office prints and distributes the Student Handbook which includes the Statement on Academic Honesty. Student Handbook is reviewed and update on an annual bases. Copies of both documents are available through the Office of the Vice President for Student Services, the Student Programs Office, the College’s website, and are referred to in the College Catalog. The Student Handbook is given to individuals participating in new student advising sessions and new student orientation. The Vice President for Student Services is responsible for ensuring that the provisions of these documents are implemented in a fair and consistent manner.


Strength
Student rights and responsibilities implemented in a fair and consistent manner and come from one centralized source.
Challenge
Clarity of the process between a complaint verses a grievance.
3.B.4

The college has a well-staffed security office, consisting of the Director of Safety and Security, five full-time security officers, 12 part-time security officers, one full-time Parking Program Director and two part-time student security office employees.
Security services are provided on a 24-hour basis, seven days a week. Five emergency telephones are located around the campus and three patrol cars are used on a regular basis. Security information and updates are available through various mediums: Student Handbook, College Handbook, College Catalog, College Web site, Intranet, periodic e-mail updates to all staff, at established distribution points across campus and via the security office. For incidents that occur on campus that are of immediate safety concern, the Security Office makes use of Reach+, E2 campus (A web-based, mass notification network that empowers schools to send instant alerts from an easy-to-use interface and that has the capacity to reach thousands of people anytime, via on-screen pop-ups, e-mail and cell phone messaging) and group paging (over the telephone system).
As of April 2009, the Security Office will also implement a Critical Incident Planning and Mapping System (CIPMS). It uses Rapid Responder software, which is a web-based, interactive and comprehensive management system designed to collect, organize and securely disseminate critical information needed in an emergency.
The Security Office also provides help to stranded motorists and an escort service for students and staff upon request.
Strengths
The college has greatly improved security measures on campus. The new Campus e2 updates and alerts are proving successful and useful for both employees and students.
Challenges
3.B.5

The institution publishes the college catalog through which students have access to the college’s mission, admission requirements and procedures, academic regulations, degree-completion requirements, credit courses and descriptions, accreditation information, tuition, fees and other charges, refund policy, and other items relative to attending the institution or withdrawing from it. Enrollment Services Office and the Office of Instruction are responsible for the content of the catalog and it can be found on the college Web site as well as in hardcopy format at Enrollment Services. Reference is made to students’ rights and responsibilities; however the complete text of the Code of Student Rights and Responsibilities is not a part of the College Catalog. A copy of the current college catalog can be found in the exhibit room.
A quarterly class schedule is published and mailed to approximately 95,000 homes in the service area. This quarterly class schedule includes sections regarding tuition fees and the College’s refund policies as well. Copies of some of this year’s class schedules are available in the exhibit room.
In addition, the Office of Student Life is responsible for distributing the Student Handbook annually to students participating in new student advising sessions and orientations. The handbook includes information about admissions, registration, student organizations and services, athletics, student senate, campus security, campus policies and procedures, which include the grievance policy and Statement on Academic Honesty.
The Vice President for Student Services is responsible for ensuring that the provisions of these documents are implemented in a fair and consistent manner.
3.B.6

The college conducts regular evaluations of the programs and services offered by Student Services:
Community College Survey of Student Engagement (CCSSE)
See 3.B.1
A cross-section of the student population is surveyed and the results are analyzed by the institutional researcher. Subsequently, the management team in student services reviews the findings and develops a plan of action for those services needing improvement. A plan of action and persons responsible for the action are identified and if needed, the budget is adjusted to accommodate solutions.
An example of a finding was that 50 percent of responders were likely to drop out because of financial reasons. The college applied to the Dept. of Education to add the Family Education Loan Program (FFELP) to the financial aid program offerings and as a result, $832,223 was disbursed in 2006-2007 and $1,618,172 was disbursed in 2007-2008. See Exhibit Room (CCSSE SS Progress document).
Graduate Survey
This survey is sent to a certain number of college graduates who received a certificate or degree during each academic year. The survey gives the college information about their employment status and salary ranges and also information on how many decided to continue with further education. Other pertinent post-graduate information is also covered in the final report, which better informs the college on student activities after graduation.
The 2007 and 2008 Graduate Survey reports can be found in the Exhibit Room.
Student Services Staff Survey
A yearly survey sent to student services staff to assess how to improve services to students and the work environment. Staff members submit their responses to the web-based survey anonymously. The data is shared with student services staff, who analyze the results as a group and generates a plan of action and implemented over a given timeline.
One suggestion that came out of this survey was to have better communication. The result of this finding reconstituted the VP “The Week’s End” bi-weekly newsletter, set a date aside for quarterly meetings for all Student Services staff and the Deans conduct a bi-weekly meeting with staff at the departmental level.
Clarus Survey
A one-time college-wide survey by the Clarus Corporation was carried out in 2006. The student services staff identified the results that pertained to their departments and developed a plan of action and solutions for the issues that affected student services. Survey can be found in the Exhibit Room.
One area of assessment that was found to be weak was targeted marketing materials for High School students. The college set aside a budget that allowed the Office of College Relations to work with a marketing company to generate a marketing campaign for High School students. A theme ‘Starring You’ was implemented onto buses, posters and ads in local newspapers.
High School Focus Groups
This survey was initiated by the board of trustees in 2006. It involved getting together focus groups at various high schools within Thurston County. The purpose of these focus groups was to get a sense of high school participation and what student services could do to improve their services to high school students. Results? Exhibit? (waiting from Rhonda)
Student Withdrawal Survey
This survey will be implemented winter quarter 2009 and continue to be sent out on a quarterly basis. It is a web-based survey that will go out to students who withdraws from the college every quarter.
Program Review Form
This is a work-in-progress and is a college-wide initiative for the institution as a whole. The college is gathering sample forms from other colleges in order to come up with one that will work for South Puget Sound Community College. The initial test round will begin spring 2009.
A committee representing constituents from across the institution has been formed to discuss and develop the process, forms to be used, scheduling time tables and identification of areas to be evaluated. Examples of program review forms and procedures have been gathered from other institutions. The process is planned for pilot testing with full implementation beginning fall 2009. (waiting for updated information from Rhonda)
Strengths
The college has a good system of generating surveys in order to continue improving their services to students.

The college also prides in providing a secure environment given the Security Office’s recent actions and updated procedures.

Challenges

Future Direction/Recommendations

3.C Academic Credit and Records

3.C.1 and 3.C.2

(3C1) Instructional Council is the body charged with the oversight of curriculum, approval of new courses, revision of existing courses and academic standards. In the Instructional Council processes, faculty and deans from instruction and student services complete an outline for new courses. Included in the outline are such elements as the texts and materials to be used, student learning outcomes, College Wide Abilities to be incorporated in the learning and how students will be evaluated during the course.

(3C1 & 2) With input from the Office of the Institutional Researcher and the Assessment and Research Council (ARC), each instructional department develops a plan to assess student learning based on stated course and program outcomes as well as the College Wide Abilities of:
1. Communicate effectively.
2. Think logically and critically.
3. Evaluate and process quantitative and symbolic data.
4. Understand themselves in relation to others in a multicultural world.
5. Understand ethical responsibilities and consequences.

Using the Logan Model (Exhibit # XX), assessment plans for each department are completed on a biennium basis. Departments assess, and analyze course outcomes; and in the event effective student learning is not at a satisfactory level, departments vet changes to their instruction to better serve student learning. In the following assessment cycle, departments determine if those changes have produced the desired results. ARC has developed college-wide rubrics for the Critical Thinking, Communicate Effectively, and Evaluate and process quantitative and symbolic data College Wide Abilities (Exhibit # XX), faculty using these rubrics can clearly assess the student learning regarding these abilities in classes that list Critical Thinking, Communicate effectively or Evaluate and process quantitative and symbolic data in the outline. These rubrics were piloted and put into practice winter 2008 and spring 2009; the last two College Wide Abilities rubrics (Multicultural and Ethics) will be developed fall 2009 with pilots and practice following. The completion of the rubrics will enable faculty to evaluate their teaching and student learning in a reliable manner across disciplines. An updated Diversity Criteria guide, also developed by ARC, was adopted by the college spring 2008. These tools in tandem assure student learning and performance is evaluated consistently and clearly.

(3C1) The 08-09 South Puget Sound Community College Catalog clearly defines units of credit on pages 12 and 66. Instructional Council Course Outlines also clearly assign for each course the units of credit and the corresponding course contact hours whether lecture, lab, or clinical. The Instructional Council Handbook, currently being updated, and State Board for Community and Technical Colleges also clearly define units of credit and how those units are to be calculated.

(3C1) Enrollment Services currently has three staff members with authority to add, delete and change grades. These staff members are: the Dean of Enrollment Services, the Director of Admissions and Registration, and the Academic Coordinator. Staff members with this authority have received training on the process as well as ethics concerning this authority. This training is ongoing and as needed. Enrollment Services keeps tight control of grade changes, allowing a limited number of people to have the authority to add, delete or change grades. To ensure correctly entered data, staff members with the authority to make grade changes are closely supervised by the department dean.

Strengths
For the past several years, full-time and adjunct faculty members have been involved in perfecting the process of assessing student learning. With the experience and guidance of the Vice President for Instruction as well as the research abilities of South Puget Sound’s Institutional Researcher, all faculty members are engaged in the assessment of student learning. Faculty members have seized several opportunities, both on and off campus, for additional training opportunities regarding assessment. These training opportunities assure faculty members are consistently assessing their teaching and student learning across the campus.

Challenges
The college handbook (Exhibit # XX), faculty agreement (Exhibit # XX), faculty or adjunct faculty handbooks (Exhibit # XX), do not provide any information or college opinion regarding the falsifying of student grades by staff or faculty.

Future Direction/Recommendations
It is recommended that the administration, staff and faculty officially address the college’s stand on the falsifying of student grades by staff or faculty.

3.C.3

The college catalog has clearly publicised information on credit and non-credit programs on page 7 through 8. This is mirrored at the beginning of the quarterly schedule and in the description of each class. The Enrollment Services Policy Manual (pg. 23) and and the college catalog(pg. 16-17) give guidelines on Credit for Alternative Learning( CALE). The backside of the transcript paper also provides information on the grading policy, CALE, and degree requirements. The college catalog also discusses other options for taking non-credited classes and expanding job skills without taking credited classes.



Strengths
Indications of classes or activities that qualify for credit are clearly defined. Degree and certificate requirements are clearly defined. Numerous non-credit offerings are also available to provide for student learning.

Challenges
Distinctions between CEUs and non-credit are not clearly defined.

Future Direction/Recommendations
Further definitions of CEU vs non-credit.

3.C.4

Transfer of credits is briefly discussed in the Student Handbook (p.6). The Application of Transfer of Credits very clearly states the policies and procedures of bringing in credits. The main source of information on transfer of credits is found in the college catalog (SPSCC College Catalog 2008-2009, p.12-13). Standard 2.C.4 says the institution’s policies for the transfer and acceptance of credit are clearly articulated. In accepting transfer of credits for fulfilling degree requirements, the institution ensures that the credits accepted are comparable to its own courses. Where patterns of transfer from other institutions are established, efforts to formulate articulation agreements are demonstrated. In the college catalog on the above mentioned pages (12 -13), it is clearly shown how to transfer in credits from other schools. It also shows what is needed to transfer credits to other colleges as well as the special transfer agreements we have with other four year colleges and universities. Any student registering on-line for classes gets an important notice page which talks about tuition, waitlists and something called common course numbering. The Common Course Numbering system allows students to transfer a class from this college to another (and vice versa) by having certain courses titled and numbered the same. This makes transferring much easier. All of this information supports Policy 2.5 Transfer and Award of Academic Credits.

Strengths
Common Course numbering system; special transfer agreements with four year universities.

3.C.5

The Family Education Right to Privacy Act (FERPA) Governs our information release policy. The Enrollment Services manual has a chapter dedicated to FERPA (p.43-50). Students must sign release of information forms in order for anything to be released. This information is also found in the student handbook and on the SPSCC website, along with the link to the FERPA release form. The Vault, a room located in Enrollment Services, is the fireproof storage room for all paper records. Electronic records are maintained in the HP 3000 database system, which is also used in all student transactions. HP 3000 records are fairly comprehensive records that are safeguarded through a series of passwords. Individuals who are provided access to these records are give specific levels and areas of access dependant on job classification and need. All employee requests for additional areas or levels of access to records must be approved by the employee’s supervisor, the college’s FERPA coordinator (Dean of Enrollment Services) and the VP for Instruction. The request form is available on the college’s intranet system or through IT services. HP 3000 records are backed up nightly to tape which is stored in a safe in the computer room. Once a month, a copy of the tape is taken off campus to a secure storage facility. Additionally, MIS reporting data is sent to the State Board for backup and reporting purposes in accordance with the published schedule posted on the State Board Website at http://www.sbctc.ctc.edu/docs/datareporting/mis_reporting_calendar_communitycollege.pdf

Strengths
Clearly defined policies and procedures for student record retention and safeguarding.

3.D Student Services

3.D.1

The College admits all individuals who are high school graduates or 18 years of age or older who can benefit from attending. Additionally, high school students who qualify for the Running Start Program are eligible for admission. For those students whose skills are below college level, significant numbers of developmental or remedial courses are offered. These courses include mathematics, reading and English, usually numbered below 100. A major part of the admissions process is assessment. Degree and certificate-seeking students and part-time students enrolling in math and/or English are required to take the Computerized Placement Test (CPT) prior to advising and registration. Several of the College’s technical programs have specific admission or prerequisite requirements due to the technical aspects of the training. These programs are Nursing, Dental Assisting and Fire and Emergency Services Technology. Admission requirements and procedures are clearly outlined in the College Catalog and on the college website as well as the printed Quarterly Class Schedule.
Strengths
College admission standards comply with State requirements and are clearly and readily available for students to access. The testing facility is located conveniently in the same building as Student Admissions. The Testing Center is open long hours so both day and evening students can be accommodated.
Challenges
Budgetary restrictions are expected to limit the class offerings for the next State budget cycle. The major challenge for serving students will be offering classes students need to complete their education goals in the most efficient manner. One direction the college has taken is mapping the times students are able to attend classes and maximizing the class offerings during those times. Summer class offerings have been reduced and all classes must meet minimum attendance requirements.

Future Direction/Recommendations
Administrators and faculty need to continue monitoring class offerings to meet the needs of students. As budgets allow, additional offerings of impacted classes should be added to the curriculum. Currently students who find the classes they need or want fully enrolled have the option of placing themselves on a “Wait List” which allows them to be placed into the class in order if an opening occurs. The Admissions office should monitor this “Wait List” process carefully to determine where the College is not meeting the needs of students.

3.D.2

Since the 2000 Accreditation Self-Study, there have been several positive changes in regards to addressing the special needs of a diverse student body as well as the promotion and awareness of diversity as a worthwhile campus wide initiative. As a direct result of this initiative, The College now requires the completion of a diversity course for all degree seeking students. The College has also created a new Center for Diversity located in the new Student Union building as well as hired a full time Diversity Director. There are also several new student clubs and organizations that support and address the needs of a variety of diverse concerns. Additionally, The College continues to establish relationships with the local community to host cultural events on campus (such as the Latino Summit) as well as to provide instruction on-site to other cultural groups (such as the Chehalis Tribal Project).
The primary strength of the Diversity Initiative at South Puget Sound Community College has been the expansion and establishment of the diversity program itself.. For example, the number of courses that fulfill the new diversity requirement continues to expand, offering students pursuing the associate of arts degree, several courses to choose from in order to meet this new requirement. The challenge, regarding the diversity requirement, involves the limited choices for students pursuing technical degrees as well as those pursuing the associate of science degree, since there are currently no courses from the natural science general education list that fulfill this requirement.
3.D.3
The Computerized Placement Test (CPT) is now the exclusive placement test at the College (the ASSET test is no longer accepted) and currently includes several possible testing accommodations, such as: 1) a paper pen option, 2) closed caption TV, 3) large print, and 4) having a reader, scribe, or interpreter. Students are encouraged to make arrangements for these accommodations in advance whenever possible. Students are allowed to take the CPT two times. If they would like to take the test a third time, they must meet with appropriate staff (such as a counselor), to discuss the reasons why a third test would be appropriate and to obtain their signature. There has also been another important change with the administration of the CPT test. Students are now able to take an average of their scores for the reading and English component of the test (90 average with a minimum score of 80) to obtain an English 101 placement. Students can also provide a writing sample on site in order to obtain a higher course placement as well as meet with appropriate instructors and/or deans in order to demonstrate to them that they have the necessary skills to succeed in a course, despite their placements test results. CPT test scores remain on the books for three years, at which point a student may need to retake the test if they did not take appropriate reading, English or math courses.
Strength
The strength of the testing program has been the move to utilize only one kind of test (CPT) to determine student placement in courses offered at the college as well as to simplify the administration and management of the program.
Challenge
The challenge continues to be the ongoing assessment of the accuracy of the CPT regarding the appropriate placement into SPSCC course offerings.
3.D.4
The policy for academic standards at the College is clearly stipulated in several publications including the college catalog, student handbook, and on the college web site. Students who do not maintain a 2.0 G.P.A. after attempting 29 credits are placed on academic probation and are encouraged to seek appropriate assistance. If they fail to achieve a 2.0 quarterly G.P.A. during the subsequent quarter, they are academically dismissed for the following quarter and required to appeal in order to be readmitted to the College. The appeal process at the College has changed in the last few years and now includes an appeal workshop (which students are highly encouraged to attend before they meet with a counselor to finalize their academic plan). The Academic Standards Committee meets once a quarter to review academic appeals and to determine the conditions upon readmission for each student. Students who have been dismissed for a minimum of three years, need to write a letter addressing their dismissal and meet with a counselor to develop an academic plan in order to return to the College. These students do not need to attend an appeal workshop or have their appeal and academic plan approved by the Academic Standards Committee.
Strength
The strength of the academic standard policy at the college has been the establishment of the appeal workshop for students who have been dismissed. This new requirement has resulted in students taking more responsibility for their academic program and therefore, has increased student success. Additionally, the approval rate for academic appeals and plans being submitted to the academic standards committee has increased as well.
Challenge
The challenge continues to be getting students to attend the appeal workshops in the first place, since they are currently not mandatory to attend. There also is a challenge in being able to put together student schedules because of the specific courses being approved for readmission. As a result, students frequently need to meet with counselors to modify their academic plans, which also leads to late registration. Lastly, there is also a challenge regarding the students who find themselves on academic probation. Currently there is no formal plan in place to address this group of students and as a result many find themselves facing academic dismissal.
3.D.5
The requirements for program and certificate completion/graduation are clearly stated in appropriate publications, such as the college catalog, program planning guides and on the college web site. Program planning guides are updated on a regular basis and are available in hard copy formats in the Student Services Building. The Advising Program has also developed corresponding program planning guides that are easier for students to make use of and understand. These program planning guides are currently available on the intranet and can be accessed by academic advisors when working with students. Students also have access to educational planners, counselors, advisors and the credential evaluator to clarify their specific program requirements and are encouraged to seek this clarification whenever necessary.
Strength
The establishment of the user friendly program planning guides has been the strength of the degree and certificate program outlines. Students are able to understand the program requirements with less interpretation by faculty and advisors. The new degree audit program that will be operational during the fall 2009 quarter, will also be a significant tool for helping students select appropriate courses for their respective programs.
Challenge
The primary challenge with the various program planning guides has been the burden keeping them updated on a regular basis and making them uncomplicated to understand and follow.
3.D.6
The College Financial Aid Office oversees the awarding of more than $4 million in aid annually. The College Foundation also provides more than 200 scholarships ranging from $500.00 to $3,500 which are awarded annually. In addition there are specialty and scholarship awards, emergency scholarships and grants awarded thorugh out the academic year. Scholarship awards total more than $295,000. The cost of financing a college education is steadily rising. Many parents and students are finding it increasingly difficult to pay for college without some financial assistance. We attempt to make limited funds available in a fair and equal manner. The distribution of these funds is regulated by federal and state laws and we cannot determine your eligibility for financial aid unless you complete the application process.
3.D.7
The Financial Aid Office and the College
Foundation publish scholarship booklets which are available in financial aid and the College Foundation offices, as well as high school counseling offices in the region. The financial aid staff regularly makes presentations at parent nights at service area high schools. The College, in addition to providing workshops in the community regarding financial aid, partners with area colleges and student aid related agencies to provide College Goal Sunday. This is a nationwide event target at encouraging all potential students to apply for aid. SPSCC has spearheaded this event for the past three years, hosting it on site for the past two years. Scholarship booklets/ information and financial aid applications are located in building 25, the Student Services and Administration Building.
3.D.8
SPSCC Loan Programs
Due to factors including the rising cost of education and private loans and the institution of fixed-rate federal loans, the College decided to reenter the Federal Family Education Loan Program (FFELP), or the Federal Stafford Loan Program. The College began offering the Stafford Loan to students during the fall 2006 Quarter.

In conjunction with the implementation of the Stafford Loan, the College made the decision to end participation and liquidate its Perkins Loan portfolio. Maintaining the Perkins Loan was very labor intensive for college staff and the loan limits were not adequately meeting many students’ educational costs. All Perkins loan accounts have been assigned and accepted by the U.S. Department of Education. The residual funding in the College’s Perkins account has been returned to DOE and an audit has been conducted regarding the liquidation procedures. The audit submission and final reconciliation and approval by DOE will be concluded in 2009.

The institution regularly monitors the Federal Stafford Loan program by keeping current with changes in federal regulation and tracking the academic progress/continuing eligibility of all loan recipients. The College takes an active role in default prevention activities by requiring entrance and exit loan counseling for all borrowers and contacting and counseling students whose loans become delinquent.

As stated above, all borrowers are required to complete Stafford Loan entrance and exit counseling. These informational sessions cover the borrower’s rights and responsibilities, including their obligation to repay their loan(s).
When a student whom has borrowed a Stafford Loan leaves or graduates from the College, repayment progress is monitored by the lender holding the loan. If a borrower fails to make payment(s) during the repayment period the lender attempts to contact the borrower and reports the delinquency to the College’s guaranty agency. The guarantor sends the College, specifically Student Financial Services, regular detailed reports showing delinquent and defaulted loans. Student Financial Services then attempts to contact the delinquent borrowers to inform them of the delinquency and to encourage them to contact their lender to make arrangements for bringing the loan back into a current repayment status. Thus, the lender, the guarantor and the College are involved in default prevention activities to assist the borrower and to keep the College’s cohort default rate as low as possible.
Strengths
• Serving phenomenal growth in student aid applications, recipients and funds disbursed with very limited additional staffing.
• Participating in the Service Learning/VISTA/AmeriCorp partnership.
• In spite of lagging economy, have been able to maintain steady employment listings for students/employers
• Innovative staff who constantly scan for ways to do things differently, more efficiently and effectively
Challenges
• System limitations and issues with new Financial Aid Management (FAM) software
• Serving growing demand for services in all areas while maintaining high quality service
• Making conscious choices about what to “let go” in light of volume
• Engaging students to get them to thoroughly read and understand required financial aid information
3.D.9
The College provides several different formats for orientation to various student groups and special populations. International, Running Start and Worker Retraining are special student populations that that have their own orientation programs and have program directors that coordinate these services as well. The Worker Retraining students, however, are mainstreamed into the orientation for the general student body. This group of students is a growing population at the College and also is served by Student Support Services in a variety of ways, such as advising and counseling lead support group activities.
The orientation of most students entering the College is done through the Student Support Services Department, which includes Advising, Counseling and Disability Support Services. New Student Advising Sessions are scheduled on a regular on-going basis, and now involve the assistance of computer aided presentations as opposed to being facilitated by counselors or education planners. This new format allows for students to come to these orientations on a staggered time frame. Students can also get started at the College by coming to Walk-in-Registration on Mondays and Tuesdays beginning a week and a half after Advising Day. Students, who take advantage of Walk-in Registration, view the same computerized orientation that students view in the group orientation sessions, but usually use the computers in the Student Support Services area as opposed to the computer room in building 22. During both of these orientation sessions, students will have the opportunity to meet with a counselor or educational planner to select their courses, be assigned a program advisor, and then register for classes either on-line or in person with Enrollment Services.
Strength
The strength of the orientation program for new students has been the expansion and diversity of orientation venues. Students can attend a walk-in orientation session that involves a computerized introduction to the college or attend a group session facilitated by an educational planner.
Challenge
The challenge continues to be getting students to attend orientation as opposed to doing late registration. Students, who opt to do late registration, often are not assigned advisors, take in appropriate courses and are generally not familiar with many of the policies and procedures that govern their daily life at the college. As a result, they eventually encounter problems that often directly impact their academic success. This is a problem that could be helped by making new student orientation a requirement. The other on- going challenge, has been the limited number of staff available to advise and direct a growing student body.
3.D.10
The College has a well established on-going advising program that is mainly administered through the Student Support Services Department. The Faculty serve as the primary academic advisors and receive appropriate training through Student Support Service staff to provide quality advising. The responsibilities and role of the academic advisor are clearly delineated on a handout that students receive during group advising as well as on the advising web page. Continuing students are encouraged to see their assigned program advisor on Advising Day to receive assistance in selecting their courses for the following quarter and to obtain a pin number that is necessary in order to register for classes. Advising Day is scheduled one day each quarter and no day classes are in session to allow instructors to meet with their advisees. Students who are unable to meet with their assigned advisor have the opportunity to meet with an educational planner or counselor on Advising Day or to receive their pin number at a later date, usually a week after Advising Day. Students also have the option to become self-advised by meeting with an advisor and developing an educational plan. See Exhibit room for 2007 and 2008 Graduate Surveys for graduate perceptions about advising services.
Strength
The strength of the advising program for continuing students has been perhaps the pin number system and the new and improved advising day. Students who meet with their assigned advisor on or before advising day are usually able to register on that day for the following quarter. This incentive has brought record numbers of students to advising day to meet with their advisor and register for classes, as well as to attend student success workshops and visit with transfer representatives.
Challenge
The challenge with the pin number system and advising day, continues to be getting students to campus on advising day to meet with their advisor and toget their pin number so they can register in a timely manner. Unfortunately there are still many students who elect not to attend advising day and they end up not getting appropriate program advice nor the classes they need because they register late. This situation could possibly be improved somewhat if students were required to attend advising day.
3.D.11
Career counseling at the College is primarily the responsibility of the faculty counselors. Career counseling services include the offering of credit bearing courses (HDEV 101-Career and Life Planning -3 credits and HDEV 102-Career Planning Seminar -1 credit), Career Planning Workshops (offered at least three times per quarter), and individual career counseling appointments. The counselors utilize the Strong Interest Inventory and the Myers-Briggs Personality Assessment to assist them in helping students identify appropriate career paths. The College Career Center also provides assistance to students in the areas of job search strategies and employment opportunities, such as resume writing, interview techniques and securing internships.
Strengths
The strength of the career counseling program at the college lies with the variety of services available to students.
Challenges
The challenge has been getting students to utilize those services. The counseling program and the college career center is currently exploring different avenues not only for providing career information to students but also how to disseminate that information in a way that encourages students to take advantage of this valuable student success tool.
3.D.12
The College does not provide health care services or housing for students. Medical insurance is, however, made available to students on a voluntary basis. The College Counseling Center does provide crisis intervention counseling as well as referral to community services as needed and available. Short term personal counseling is available on a limited needs-only basis. The College’s International Student Services Office assists international students by contracting with two agencies that provide home stay living in close proximity to the College. (http://saw.spscc.ctc.edu/iss/housing2.htm) Further, international students are assisted with medical insurance through the International Student Services Office when needed. (http://saw.spscc.ctc.edu/iss/healthcare.htm).
Strengths
Brochures are available for students in the Counseling Center in Building 25. These brochures explain the services available and, in the case of Student Injury and Sickness Insurance Plan, the costs. The brochures are clearly written.

Challenges
Space has been an issue but beginning Fall 2009 the Counseling Center will move to Building 22 and will be more easily available to students.

Future Direction/Recommendations
Expansion of Counseling is needed as enrollment climbs. Obviously, the more students who are enrolled at the college, the more services those students will need. Budget restrictions may hamper this effort but it should not be abandoned.

3.D.13
No student housing

3.D.14
Appropriate food services are provided for both resident and nonresident students. These services are supervised by professionally trained food service staff and meet recognized nutritional and mandated health and safety standards.
Although SPSCC does not have resident students, food service is provided to students, staff and community members in the cafeteria and the Percival Room. The College has a comprehensive culinary arts program and students under the direction of a well-qualified staff, provide all campus food service. In addition to a large, newly restructured cafeteria area, the Percival Room is a gourmet dining room used as a training laboratory for culinary arts services students. The College’s food services training program has been expanded over the past eight years to match the changed needs of the field. From renaming the class offerings to better reflect the skills taught thereby attracting students looking for training in a culinary arts program to becoming a fully accredited degree program under AEF, the services provide students, staff and community members with an exemplary array of top-quality food offerings. To achieve this expansion, the culinary arts staff actively recruit students from programs such as New Market who are interested in obtaining certification in a culinary arts program. Additionally, the physical proximity of the baking program has been moved to an area where patrons can observe students actively making the baked goods resulting in increased sales and interest in the program, so much so that the program is now fully enrolled. As the result, students and staff are better served. To serve the community, the College also offers a catering service and is listed as a preferred provider of food services with Best Practices for Heart Healthy offerings for State Agencies. In an effort to make people aware of recycling, the College has instituted the food recycling program at State Agencies, a feature also included in the on-campus food services. Further, the culinary arts staff is changing from Styrofoam take out containers to containers made from wheat stalks, supporting the College’s Sustainability Mission.
Strengths
The Culinary Arts Staff has recognized the need to update the program and the facility and has achieved an impressive change within the program.

Challenges
Although the Culinary Arts area has been updated this past year to reflect the increase in enrollment in the program and in the student use of food services, additional growth will be limited by physical space.

Future Direction/Recommendations
Continual updating of facilities and program offerings as the field emerges including the continued recycling effort both on campus and at any off-campus facilities served by SPSCC students and staff.

3.D.15
SPSCC Commitment to Diversity.
Our mission is to provide quality educational opportunities to a richly diverse community. Therefore, South Puget Sound Community College commits itself to creating and maintaining a learning community and a work environment that:
- Reflects a culturally diverse world view;
- Respects the cultural perspectives of our community members and encourages them to learn freely from each other;
- Promotes the value of diversity and equality in our communication and publications; in our activities and curricular; and in our priorities and resources;
- Acknowledge that diversity is diverse, both visible and invisible, and includes ethnicity, age, gender, sexual orientation, religion, race, national origin, disabilities, and cultural background;
- Practices understanding
- Protects free speech and the right to differing views; and
- Preserve academic freedom
The South Puget Sound Community College Diversity and Equity Center strives to encourage a campus environment that welcomes all cultural Identities. We support the richness of diversity in ethnicity, gender, language, sexual orientations, religion, ages, skills and disabilities, professions, beliefs, and values through education, advocacy, and support services. We focus as a means to focus on inclusiveness; creating an atmosphere that brings together different populations, ideas, and perspectives.
The Diversity Leadership Program has 3 major components; students may participate in one, or all of these. Each program is designed to complement their course work and to forester student success.
E.M.B.R.A.C.E (Educating Myself for Better Awareness and Culture Enrichment)
The EMBRACE Program will:
- Connect classroom learning with experience on how to work with a diverse group and community.
- Explore your culture awareness and enhance your cultural competency.
- Provide an understanding of the nature of our diverse world.
- Increase knowledge of cultural, ethnic and diversity concerns impacting campuses and communities today.
Student Success Mentoring Program
The Student Success Mentoring Program will:
- Provide a support system designed to help you be a successful student.
- Provide supportive mentor/mentee relationships
- Provide workshops and seminars on scholarship writing, study skills, and other aspects of their education.
- Establish through student interaction, a safe environment where learning and understanding of cultural and ethnic differences are respected.
Building the Beloved Community Service Award
Love to give? Sign up for the Beloved Community Service Program and be eligible to win the
President Service Award in January 2010.
For more info on any of these programs contact Eileen at 596-5383 or eyoshina@spscc.ctc.edu

These programs are made available to students through the following activities: Quarterly Open House,
in class presentations, conducted by the Director of Diversity, presentations in the diversity center
and faculty referrals. Students are required to complete an intake questioner and a reflective paper.
In addition students that sign up and complete the Beloved Community Service Program will receive certificate of completion.

Strengths

• Full-time Director of Diversity and Equity can oversee program development and coordinate resources on campus.
• Diversity and Equity Center is open full-time to serve as usable resource and meeting space for students, faculty and staff on campus.
• Diversity and Equity Advisory committee serves to evaluate campus policy and climate issues and make recommendations for future vision of diversity and equity across campus.
• Dedicated fund of $5,000 for professional development supports the continuing growth in cultural competency for all SPSCC employees.
• Diversity and Equity’s alignment with Student Life supports diverse student engagement in campus activities outside the classroom.
• Inclusion of Disability Support Services in Diversity and Equity raises the profile of disability issues on campus.
• Creation of new student affinity-based clubs (ie, Native Students’ Group, Pacific Islanders’ Club, WIN (for students with disabilities), Queer-Straight Alliance) indicate growing level of student engagement in historically marginalized communities.

Challenges

• Staffing: Currently student volunteers keep the Diversity and Equity Center open. The current student volunteers are extremely reliable and capable, but their time and availability is limited. Additionally, student volunteers do not always have the training and background to answer questions and assist all students with their needs in the Diversity Center.
• Staffing: More student groups are starting, but intensive staff support is needed to ensure the long-term success of these clubs. Some of the students from these clubs have never been engaged in student leadership before and need mentoring at each stage of the process and close contact with very engaged advisors who are aware of their specific cultural backgrounds and needs. More advisors from diverse backgrounds are needed who have the time to commit to these students.
• At this time, SPSCC is not tracking data specifically on historically underserved populations (students of color, GLBTQI students, students with disabilities, etc.) We need a comprehensive report on these populations that is consistently updated so that we can locate specific student issues and work strategically to meet their needs. (The Office of Diversity and Equity will begin work on this project this academic year)
• Staff and faculty development in diversity and equity issues is not mandatory. The training on our convocation day was well-received, but typically over the course of the year, diversity and equity professional development opportunities are sparsely attended or attended by the same individuals again and again. It is the stated mission of this institution that diversity and equity issues are important enough to be infused throughout the college; we would like to find ways to make sure as many employees as possible have the opportunity to develop their cultural competency.
• Staffing: Disability Support Services is serving more students than ever and intake of new students to college happens constantly over the course of the quarter. Intakes are important to a student’s college success as one of their first interactions on campus, and they are also time-consuming. Also impacting DSS is the coordination of sign-language interpreter schedule changes. Diversity and Equity is working to meet these challenges efficiently.

3.D.16
Student publications provide a channel for information, serve as a forum for ideas, opinions and creative arts in the college community, and educate interested students in the process of communications. The following statements and procedures are intended to serve as the foundation upon which student publications are operated.
Strengths (of Sounds)
· Empowers student journalists to exercise First Amendment rights and enables them to learn the associated responsibilities
· Offers creative outlet for student journalists
· Gives a public student voice about various activities on campus
· College policy allows for and protects independence of Sounds
· College supports continued funding for Sounds
· Offers opportunities for students to earn money by producing a bi-weekly news publication

Challenges (for Sounds)
· Publication is not associated with a formal journalism program or training at the college
· Writing and editing background often lacking for Sounds staffers
· Students do not earn credit for their work on Sounds, which too often affects individual commitment to the publication
· Publication needs to develop more Web presence vs. current printed version to keep students updated on new technologies directly tied to modern journalism
· Level of staff turnover is sometimes high, which can affect quality of the publication

Exhibit A. South Puget Sound Community College Student Publications Policies
Exhibit B. Enhancement Grants Fund
Exhibit C. S&A Enhancement Grant Application
Exhibit D. Campus Activities event Planning Form
Exhibit E. Event Evaluation: How Did It Go?
Exhibit F. On-Campus Event Planning Steps
3.D.17
In general, student recreational activities and athletics have not had a high priority at the College in the past. Intramural activities are available for students and participation levels have varied. The College has limited facilities for expanding recreational and/or intercollegiate sports programs. However, in Fall Quarter 2006 the Athletic Director was given the responsibility to act as Co-advisor to the Student Life Campus Activities Board’s Intramural and Recreation Coordinator to expand intramural and recreation activities for students. The Coordinator and the Athletic Director work to organize and connect interested students to available activities.
Students as well as staff have access to open times scheduled in the gym, cardio room and weight room. Students may play basketball, work out in the cardio room using equipment such as treadmills and stair climbers or work out in the weight room to develop strength using equipment such as weight machines and free weights. Times when students may use the facilities on a drop-in basis change each term and are clearly posted at the beginning of each term and remain posted during the term.
A wide range of clubs are available for students. Student Life oversees these and other student recreational activities.

Strengths
Given space and budgetary limitations, the College provides a range of facilities to encourage students and staff to be physically fit. Additionally, Student Life encourages participation in clubs and welcomes new clubs as student interest dictates.

Challenges
As with many of the College’s departments, the athletic department has space limitations.

Future Direction/Recommendations
Students should be better informed about the facilities and activities available to them. And as participation increases, use should be monitored to determine if the space and equipment meet the increasing needs of students and staff.

3.D.18
The bookstore is run under the Director of Auxiliary Services whose duties also include coordinating Central Services and Event Planning. Three major changes have impacted the bookstore. The first change was instituting an Advisory Committee comprised of representatives from students, faculty and bookstore staff. Through this committee, students, faculty and staff have the opportunity to participate in the development and monitoring of bookstore policies and procedures. Currently the Committee is investigating how to utilize on-line open-source textbook access. The second major change involves changes in technology that allow students to sell textbooks through an on-line wholesaler anytime during the year instead of a set time at the end of each term and to access course material posted directly to the bookstore website. Because technology is changing so rapidly the Director and the Advisory Committee meet regularly to monitor programs that would be beneficial for SPSCC students. The third change has been keeping the College community apprised of these changes through a quarterly newsletter compiled by the Director.
Strengths
The bookstore staff has responded to staff and student concerns by including those who are affected by the policies in the decision-making process in order to support the College’s programs and contribute to the intellectual climate of the campus community.

Challenges
The impact of textbook purchases from sources other than the College’s bookstore is bound to have a budgetary impact.As more on-line resources become available to students and staff, the bookstore will have to stay aware of the changes and include them in the services provided. Books that can be downloaded from on-line sources will have a major impact on the bookstore. Further, the skyrocketing cost of textbooks should be a major concern.

3.D.19
The Code of Student Rights and Responsibilities establishes guidelines for student publications established by the Washington Administrative Code (WAC). Its purpose is to support and strengthen student’s freedom of speech as well as to provide assistance that may help student media achieve success in serving the student body. Currently the two publications that fall under the policy are The Sounds Newspaper and The Percival Review.
The last formal review of the Code occurred in 2000. Therefore, in 2008 the Student Publication Board reviewed and began updating the policies established under the Student Publications Code. The Board consists of representatives from the administration, faculty and students with the Dean of Student Life serving in the advisory capacity to the SPSCC Board of Directors.
The Advisory Board revised the Code following research into the policies established by other institutions of similar size and missions and included the College’s representative in the Attorney General’s office. The attached Code reflects the changes determined by the Board.
Currently the document has been approved by the College Council and the Administration. The next step will be to process the revision through WAC.
Strengths
The revised code recognizes the changes in student media especially as it includes media beyond the traditional printed format.

Challenges
Improving the overall quality of student publications and assisting students to include non-print media formats. Further the revision helps strengthen students’ 1st Amendment Rights as well as the institution’s exposure to liability.

Future Direction/Recommendations
Following the revision through WAC, the Code will be presented to the SPSCC Board of Directors as the newly revised policy.

The overall quality of communication for student publications would benefit from incorporating the newly established Journalism and Digital Media curriculum into the Sounds newspaper staff training.
3.E Intercollegiate Athletics

3.E.1
SPSCC is a member of the Northwest Athletic Association of Community Colleges (NWAACC) whose members are located in Washington, Oregon and British Columbia. As part of the Office of Student Life the athletic department participates in an annual retreat along with other departments under the purview of the Office of Student Life. During this retreat athletic department goals are reviewed for progress and status, goals are updated or extended if necessary and new goals are set for the upcoming year. The NWAACC will begin site visits to its member institution campuses beginning Spring 2009. These visits will provide the opportunity for the NWAACC Executive Director and the Region Chair do a program review. The College is developing a program review process which the athletic department will participate in when finalized as part of the Office of Student Life.
3.E.2
While striving to assist our student-athletes to succeed academically and athletically Clipper Athletics is committed to operating in compliance with all NWAACC rules and regulations outlined in its rule book, Western Region guidelines outlined in its Handbook and all College rules and regulations. The athletic department makes a copy of the NWWAACC Code Book, Western Region Handbook, Athletic Department Coaches Handbook and Student-Athlete Handbook, available to its coaching staff.
3.E.3
All student-athletes are admitted under the same academic standards as all students who apply for admissions. Degree requirements, financial aid and placement testing etc. are all vested in the same areas that handle these items for all students. Student-athletes must follow the same guidelines, rules and regulations of the college as all other students. The student-athletes must meet the eligibility requirements of the NWAACC to participate in the College’s intercollegiate sports programs.
3.E.4
The athletic program is supported by Services and Activities (S&A) fees collected from students when they enroll at the college. The athletic department participates in the annual S&A budget process along with the other groups that receive funding through this process. The coaches and athletic director work together to produce the budget request to be presented to the S&A budget committee. The funds pay for all operational costs to the athletic programs, which includes but is not limited to team travel, supplies, uniforms, and coach’s stipends. All expenditures are made following the guidelines set forth by the Administrative Services office The athletic department and coaches does fundraising through the booster club which is an account that is held and maintained by the College Foundation office. Any expenditure requires the signature of the athletic director or dean of student life prior to getting final signatures from the Foundation Director and College President.
3.E.5
SPSCC student-athletes, both male and female, receive equitable treatment in providing opportunities to participate in the intercollegiate program. All student-athletes are provided access to the same services and programs as the general student body. SPSCC provides equivalent team locker rooms, and access to facilities to its teams. The sport which is in season is given priority use of the gymnasium facilities. The basketball and softball teams have facilities on campus used for both practice and competition. The men’s soccer team currently has a non-regulation size field on campus to practice and rents fields in the local community for competition. It has been cost prohibitive to provide a regulation sized soccer field on campus.
3.E.6
All pre-season schedules are developed to avoid conflicts with the instructional calendar. All league schedules are developed by the region sports committees are done so to avoid conflicts with member institutions instructional calendars. It is the generally accepted practice of the NWAACC to take into consideration member institutions instructional calendars when scheduling the individual sports championship tournaments.


Students

3.A Purpose and Organization

Student programs and services support the achievement of the institution’s mission and goals by contributing to the educational development of its students. Student programs and services are consistent with the educational philosophy of the institution. The institution provides essential support services for students, regardless of where or how enrolled and by whatever means educational programs are offered.
3.A.1
Mission of the college: ‘As a comprehensive, open door community college, the mission of South Puget Sound Community College is to provide quality educational opportunities in order to meet the intellectual, academic, vocational, career, personal, and developmental needs of its students and members of the community at large.’
Goal of the college: South Puget Sound Community College is student centered
Objective: Provide comprehensive and effective services to students
The Student Services Division at South Puget Sound Community College supports the college’s mission by:
- Providing comprehensive student success systems that integrate access to the college and the successful completion of student goals.

- Providing programs and services that complement the instructional program, increase student involvement and retention, develop a sense of community on campus, and provide opportunities for intellectual, emotional, cultural and physical development.

Student services has in place several instruments for assessing to what degree the mission and goals of the college are being met and, if not, what changes or improvements need to be made. Assessment instruments include: 1) Community College Survey of Student Engagement (CCSSE) – Assessment and Plan of Action for 2006-2008; and 2) Student Services Staff Survey where staff have the opportunity to assess their departments effectiveness in serving the students as well as assessing their working environment and responsibilities; 3) a Master Notebook is kept in the Vice President for Student Services office; 4) Strategic Enrollment Management Plan.

The Master Notebook contains assessment instruments and allows the Vice President and staff to review all key factions within student services. The Master Notebook includes several sections that are reviewed at staff meetings and planning sessions to include: Assessment Strategic Plan / Annual Report / CCSSE / Clarus marketing report / Enrollment Management / Focus Groups / student Services Survey. A 2007-2020 plan for Student Services was developed and is reviewed annually. The review includes a progress report from each department within student services and to what extent has student services overall met goals from the annual plan. Sub-groups previous strategies for improvement are reviewed for effectiveness and new goals are set for 2009-10.
In the 2007-08 budget planning, several requests were made as a results of on-going assessment. Funds were granted for:
*New hire: Director of Financial Aid Processing
*Develop on-line tutoring program
*Recruitment and Outreach efforts
*Directory of Diversity & Equity
*Enhanced services for basic skills testing
*Salary increases for International Student Services director and staff
Other goals Student Services has identified, and are working toward, are: identify what students should actually be learning as they interact with each department within Student Services; more intervention in areas of academic appeals through a mandatory Academic Appeals Workshop; reinstating federal grants such as the Pel Grants to help students afford their education without paying higher interest on bank loans.

3.A.2
Student services and programs insure the staff are qualified individuals whose academic preparation and experiences are appropriate to their assignments and responsibilities. This is done is several steps: First, human resources sets up a hiring committee of qualified and involved staff and faculty who are well informed of the college mission and goals, the overall composition of students services and how important it is for all facets of the program to work copasetic with each other in meeting the colleges and student services goals. The committee reviews the important job responsibilities and what qualifications are needed to meet those responsibilities. Also reviewed is the job title and description as published by human resources. After the committee decides on what the needed qualifications and experiences should be, a job announcement is circulated throughout the community and technical college system. Applicants are screened, interviewed, rated, and the most qualified offered employment.
Once employed by the college there are several tools used to evaluate the effectiveness of the employees. Employees are not stagnant. Student Services encourages continual self and staff assessment of their effectiveness within the area of their expertise. All student services employees have input in annual assessments and planning as well as being involved in the planning of training opportunities. In an open and non-threatening way employees are encouraged to share ideas and concerns with supervisors and ultimately the Vice President of Student Services. Departments within Students Services assess their effectiveness as intricate parts of the whole in delivering services and staying abreast of new technology and techniques. Staff play a valuable role in assessing the previous year effectiveness and making suggestions for the present and future direction. This is done with sections as well as departmental meetings and a survey of staff. In the staff survey they are able to express their opinions regarding: 1) how valued they feel as an employee of Student Services; 2) how comfortable they feel about expressing their ideas; 3) how informed they feel about decisions affecting their area; 4) they can list the progress they have made toward the department goals; 5) they have an opportunity to rate, on a scale of 1-5, the sense of community present within Student Services; 6) they are asked if they feel they have the needed on going training and tools to effectively perform their job; 8) what information would they like to have more of; 9) how successful their interaction with outside departments have been; 10) what can be done to improve services to students; 11) describe the successes of Student Services from the past year; 12) identify one challenge from the past year; 13) the elements of their job they enjoy the most; 14) if there was one thing about Student Services they would improve, what it would be; 15) if the annual survey brought about any positive improvements in the past year; 16) and last if there are any other questions that should be added to the survey. Quarterly all staff meet for a professional development activity and to review the annual staff survey.
There is a year-end annual report from Student Services that is an accumulation of staff working together to improve the work place and services to students as well as the community as a whole. In the annual report, high lights of the last year were listed, assessment of 07-08 was mapped out, and new goals were set for 2009-10. In the past year the annual report Student Services report exposed several areas in need of improvement. Staff had input into all of these areas which culminated in several new directions in improving services to students. Because the staff is well qualified and had valuable input, suggested improvements were successful. This speaks to the level of skill, commitment and professionalism of staff, supervisors, and the Vice President.
All staff receive an annual job performance evaluation by their supervisors. Department heads within Student Services are evaluated by the Vice President of Student Services, Dr. Rhonda Coats. Dr. Coats is evaluated by the administration on a rotational basis.
All evaluations are done using the mandatory state Performance and Development Plan.
3.A.3
Appropriate policies are established by the Board of Trustees. Procedures are developed and implemented as policy direction is given by the Board of Trustees, the State Board for Community and Technical Colleges (SBCTC), the college President, representatives from Student Services as well as constituents who have a stake in the implementation of the policies.
To assess if each operating component is compatible and supportive of the goals of Student Services, many avenues are utilized to include: feedback from the CCSSE (College Survey of Student Engagement)survey results, annual Student Services staff survey, data collected on the usage of the various services available, survey results from participants, data from the Clarus survey and the Community Perception Survey and information gathered from ‘Suggestion Boxes’ placed throughout the Mottman and Hawks Prairie campuses. What does the data say are the results of these assessments?
Components of each developing program are compatible and support the goals of the College and Student Services.
3.A.4
Human, physical, and financial resources are based on need and the agreed upon initiatives being implemented. Overall resources are a result of the Student Services budget developed with the departmental Deans and Vice President’s input. There is a review of the present budget and any new initiatives/ideas brought forth from assessment and analysis using instruments listed in 3.A.3. What does the data say? Presently, Student Services budget is adequate to support the services and programs being offered. Evidence? In developing the 2009-2010 budget, Student Services staff will be analyzing priorities and core services and will allocate funds accordingly. However, it is recognized with a decreased budget some services will be limited in scope and time and, in some cases, may be eliminated. Student Services is looking at creative ways to deliver some services differently and to deliver more services electronically.
3.B General Responsibilities

3.B.1

Students’ learning needs are assessed by the Computerized Placement Test (CPT). The CPT assesses skill levels for all full-time and part-time students who are degree-seeking and enrolling in English, math, and reading courses. If students feel the first testing did not accurately reflect their abilities, they may choose to retake all or part of the test battery. The College also updated and evaluated the CPT test in 2002 with Dr. Ron Gordan from the College Board Accuplacer to make changes adjusting test scores to reflect accurately within our student population. See exhibit room for reports and findings.

The College adopted using the Community College Survey of Student Engagement (CCSSE) in 2005. The Community College Survey of Student Engagement (CCSSE) provides information to colleges about effective educational practices that promote improvements in student learning and persistence. See 3.B.6 for more detail.

For those students with academic skills below the College level, a number of developmental course offerings are available. It is the Colleges intent to provide instruction designed to bring students up to the academic skill level necessary for their individual success. Enrollment Services has ongoing testing through the 6th week of the quarter to access and enroll students into ABE/GED/ESL courses.

The College also has extensive offerings in Adult Basic Education (ABE), English as a Second Language (ESL), and English as a Foreign Language (EFL) for those students
new to the country or those requiring formal language education. For specific information on these programs, see the Adult Basic Education (ABE) report in Standard Two of this self-study.

Tutoring centers are available for those students who desire individual assistance in the basic skills of writing and mathematics. In addition, Smarthinking is an online tutoring service that College made available to its students beginning January 2008. Smarthinking provides tutoring in mathematics (basic math through Calculus including Bilingual Math), Biology, Introduction to Human Antinomy & Physiology, Chemistry, Organic Chemistry, Physics, Economics, Accounting, Intro to Finance, Statistics, Spanish, and Writing. Smarthinnking is research indicates that those students using the on-line tutoring service achieve higher grades than other students in those same classes who do not. See exhibit for findings. (right now only very comprehensive, summary review not yet available)

Students with disabilities may seek out or be referred to Disabilities Support Services. Trained staff has access to funds and services for support. The College continues to see significant increases in the number of students with disabilities requiring services.



The Disabilities Support Services allocation from the state has not been adequate to meet the increased costs required to serve these students. As a result, the College has needed to adjust the budget allocation to meet the needs of the disabled student population. Other community and technical colleges in the State of Washington are experiencing similar difficulties in meeting the needs of disabled students.


(A student needed real-time captioning increase expenditures during 2005-07. Numbers continue to vary depending on the number of high need students)
In addition to providing and arranging reasonable accommodations through Disability Support Services, the College also supports students needs by providing; Education Planning, Career Counseling for current and former students, offering Student Success classes, utilizing the Early Alert system, and sending probation letters reminding students of the support services available. The Early Alert system allows instructors to report, via Instructor Briefcase, students: who have never attended, students with attendance problems, and students demonstrated poor academic progress. Early Alert reports from faculty are monitored by Student Support Services Staff and calls or emails are sent to identify students in order to inquire about their situation and offer assistance. The College also emphasizes students’ achievements through President and Dean lists as well as special recognition at graduation.
Strengths
· implementation and success of SMARTTHINKING
· Movement of DSS to Diversity and Equity Department to increase visibility

Challenges
· DSS increasing demand with less budget and limited staff
· Strengthen connection with Testing Department and other campus areas in Instruction and Advising
· Updating acceptance policy on CLEP
3.B.2

Students participate on a regular basis in institutional governance. A representative, usually the Associated Student Body President, attends all Board of Trustees meetings. During these meetings a student report is made to the trustees, and the trustees are made aware
of upcoming activities. In addition, a student representative is part of all major college committees and councils, including Instructional Council and Probation/Review Committees.

Three students serve on the College Council in particular. The College Council is the major college planning and policy recommending body to the College President. The Council has the following duties: 1) receives recommendations for policy development and budget allocations from campus operational work groups; 2) makes policy and budget recommendations to President’s Staff; and 3) assesses Institutional Effectiveness, including the progress of the College’s Strategic Plan, the Strategic Enrollment Management Plan, the Facilities Master Plan, the Information Technology Plan and the Accreditation process. The College Council meets on a monthly basis.
Faculty and staff have input regarding practices effecting students in a variety of ways. Discussions of policies or changes to policies are often taken to Division Deans and Instructional Council for input. Faculty also serve on Ad Hoc committees; such as Advising and Worker Retraining.

Strength: Opportunity for student involvement in college governance

Challenge: Finding enough students to fill every opportunity

3.B.3

Student rights and responsibilities are clearly stated in the Code of Student Rights and Responsibilities. The Code was last revised on January 16, 2003. Code of Student Rights and Responsibilities includes sections delineating student rights, a comprehensive complaint/grievance process, addresses sexual harassment and the misuse of technology as sections under “violations”. The Code of Student Rights and Responsibilities mirrors state law. Washington Administrative Code (WAC) revisions and updates are prompted by changes in state law.

Additionally, Student Programs Office prints and distributes the Student Handbook which includes the Statement on Academic Honesty. Student Handbook is reviewed and update on an annual bases. Copies of both documents are available through the Office of the Vice President for Student Services, the Student Programs Office, the College’s website, and are referred to in the College Catalog. The Student Handbook is given to individuals participating in new student advising sessions and new student orientation. The Vice President for Student Services is responsible for ensuring that the provisions of these documents are implemented in a fair and consistent manner.


Strength
Student rights and responsibilities implemented in a fair and consistent manner and come from one centralized source.
Challenge
Clarity of the process between a complaint verses a grievance.
3.B.4

The college has a well-staffed security office, consisting of the Director of Safety and Security, five full-time security officers, 12 part-time security officers, one full-time Parking Program Director and two part-time student security office employees.
Security services are provided on a 24-hour basis, seven days a week. Five emergency telephones are located around the campus and three patrol cars are used on a regular basis. Security information and updates are available through various mediums: Student Handbook, College Handbook, College Catalog, College Web site, Intranet, periodic e-mail updates to all staff, at established distribution points across campus and via the security office. For incidents that occur on campus that are of immediate safety concern, the Security Office makes use of Reach+, E2 campus (A web-based, mass notification network that empowers schools to send instant alerts from an easy-to-use interface and that has the capacity to reach thousands of people anytime, via on-screen pop-ups, e-mail and cell phone messaging) and group paging (over the telephone system).
As of April 2009, the Security Office will also implement a Critical Incident Planning and Mapping System (CIPMS). It uses Rapid Responder software, which is a web-based, interactive and comprehensive management system designed to collect, organize and securely disseminate critical information needed in an emergency.
The Security Office also provides help to stranded motorists and an escort service for students and staff upon request.
Strengths
The college has greatly improved security measures on campus. The new Campus e2 updates and alerts are proving successful and useful for both employees and students.
Challenges
3.B.5

The institution publishes the college catalog through which students have access to the college’s mission, admission requirements and procedures, academic regulations, degree-completion requirements, credit courses and descriptions, accreditation information, tuition, fees and other charges, refund policy, and other items relative to attending the institution or withdrawing from it. Enrollment Services Office and the Office of Instruction are responsible for the content of the catalog and it can be found on the college Web site as well as in hardcopy format at Enrollment Services. Reference is made to students’ rights and responsibilities; however the complete text of the Code of Student Rights and Responsibilities is not a part of the College Catalog. A copy of the current college catalog can be found in the exhibit room.
A quarterly class schedule is published and mailed to approximately 95,000 homes in the service area. This quarterly class schedule includes sections regarding tuition fees and the College’s refund policies as well. Copies of some of this year’s class schedules are available in the exhibit room.
In addition, the Office of Student Life is responsible for distributing the Student Handbook annually to students participating in new student advising sessions and orientations. The handbook includes information about admissions, registration, student organizations and services, athletics, student senate, campus security, campus policies and procedures, which include the grievance policy and Statement on Academic Honesty.
The Vice President for Student Services is responsible for ensuring that the provisions of these documents are implemented in a fair and consistent manner.
3.B.6

The college conducts regular evaluations of the programs and services offered by Student Services:
Community College Survey of Student Engagement (CCSSE)
See 3.B.1
A cross-section of the student population is surveyed and the results are analyzed by the institutional researcher. Subsequently, the management team in student services reviews the findings and develops a plan of action for those services needing improvement. A plan of action and persons responsible for the action are identified and if needed, the budget is adjusted to accommodate solutions.
An example of a finding was that 50 percent of responders were likely to drop out because of financial reasons. The college applied to the Dept. of Education to add the Family Education Loan Program (FFELP) to the financial aid program offerings and as a result, $832,223 was disbursed in 2006-2007 and $1,618,172 was disbursed in 2007-2008. See Exhibit Room (CCSSE SS Progress document).
Graduate Survey
This survey is sent to a certain number of college graduates who received a certificate or degree during each academic year. The survey gives the college information about their employment status and salary ranges and also information on how many decided to continue with further education. Other pertinent post-graduate information is also covered in the final report, which better informs the college on student activities after graduation.
The 2007 and 2008 Graduate Survey reports can be found in the Exhibit Room.
Student Services Staff Survey
A yearly survey sent to student services staff to assess how to improve services to students and the work environment. Staff members submit their responses to the web-based survey anonymously. The data is shared with student services staff, who analyze the results as a group and generates a plan of action and implemented over a given timeline.
One suggestion that came out of this survey was to have better communication. The result of this finding reconstituted the VP “The Week’s End” bi-weekly newsletter, set a date aside for quarterly meetings for all Student Services staff and the Deans conduct a bi-weekly meeting with staff at the departmental level.
Clarus Survey
A one-time college-wide survey by the Clarus Corporation was carried out in 2006. The student services staff identified the results that pertained to their departments and developed a plan of action and solutions for the issues that affected student services. Survey can be found in the Exhibit Room.
One area of assessment that was found to be weak was targeted marketing materials for High School students. The college set aside a budget that allowed the Office of College Relations to work with a marketing company to generate a marketing campaign for High School students. A theme ‘Starring You’ was implemented onto buses, posters and ads in local newspapers.
High School Focus Groups
This survey was initiated by the board of trustees in 2006. It involved getting together focus groups at various high schools within Thurston County. The purpose of these focus groups was to get a sense of high school participation and what student services could do to improve their services to high school students. Results? Exhibit? (waiting from Rhonda)
Student Withdrawal Survey
This survey will be implemented winter quarter 2009 and continue to be sent out on a quarterly basis. It is a web-based survey that will go out to students who withdraws from the college every quarter.
Program Review Form
This is a work-in-progress and is a college-wide initiative for the institution as a whole. The college is gathering sample forms from other colleges in order to come up with one that will work for South Puget Sound Community College. The initial test round will begin spring 2009.
A committee representing constituents from across the institution has been formed to discuss and develop the process, forms to be used, scheduling time tables and identification of areas to be evaluated. Examples of program review forms and procedures have been gathered from other institutions. The process is planned for pilot testing with full implementation beginning fall 2009. (waiting for updated information from Rhonda)
Strengths
The college has a good system of generating surveys in order to continue improving their services to students.

The college also prides in providing a secure environment given the Security Office’s recent actions and updated procedures.

Challenges

Future Direction/Recommendations

3.C Academic Credit and Records

3.C.1 and 3.C.2

(3C1) Instructional Council is the body charged with the oversight of curriculum, approval of new courses, revision of existing courses and academic standards. In the Instructional Council processes, faculty and deans from instruction and student services complete an outline for new courses. Included in the outline are such elements as the texts and materials to be used, student learning outcomes, College Wide Abilities to be incorporated in the learning and how students will be evaluated during the course.

(3C1 & 2) With input from the Office of the Institutional Researcher and the Assessment and Research Council (ARC), each instructional department develops a plan to assess student learning based on stated course and program outcomes as well as the College Wide Abilities of:
1. Communicate effectively.
2. Think logically and critically.
3. Evaluate and process quantitative and symbolic data.
4. Understand themselves in relation to others in a multicultural world.
5. Understand ethical responsibilities and consequences.

Using the Logan Model (Exhibit # XX), assessment plans for each department are completed on a biennium basis. Departments assess, and analyze course outcomes; and in the event effective student learning is not at a satisfactory level, departments vet changes to their instruction to better serve student learning. In the following assessment cycle, departments determine if those changes have produced the desired results. ARC has developed college-wide rubrics for the Critical Thinking, Communicate Effectively, and Evaluate and process quantitative and symbolic data College Wide Abilities (Exhibit # XX), faculty using these rubrics can clearly assess the student learning regarding these abilities in classes that list Critical Thinking, Communicate effectively or Evaluate and process quantitative and symbolic data in the outline. These rubrics were piloted and put into practice winter 2008 and spring 2009; the last two College Wide Abilities rubrics (Multicultural and Ethics) will be developed fall 2009 with pilots and practice following. The completion of the rubrics will enable faculty to evaluate their teaching and student learning in a reliable manner across disciplines. An updated Diversity Criteria guide, also developed by ARC, was adopted by the college spring 2008. These tools in tandem assure student learning and performance is evaluated consistently and clearly.

(3C1) The 08-09 South Puget Sound Community College Catalog clearly defines units of credit on pages 12 and 66. Instructional Council Course Outlines also clearly assign for each course the units of credit and the corresponding course contact hours whether lecture, lab, or clinical. The Instructional Council Handbook, currently being updated, and State Board for Community and Technical Colleges also clearly define units of credit and how those units are to be calculated.

(3C1) Enrollment Services currently has three staff members with authority to add, delete and change grades. These staff members are: the Dean of Enrollment Services, the Director of Admissions and Registration, and the Academic Coordinator. Staff members with this authority have received training on the process as well as ethics concerning this authority. This training is ongoing and as needed. Enrollment Services keeps tight control of grade changes, allowing a limited number of people to have the authority to add, delete or change grades. To ensure correctly entered data, staff members with the authority to make grade changes are closely supervised by the department dean.

Strengths
For the past several years, full-time and adjunct faculty members have been involved in perfecting the process of assessing student learning. With the experience and guidance of the Vice President for Instruction as well as the research abilities of South Puget Sound’s Institutional Researcher, all faculty members are engaged in the assessment of student learning. Faculty members have seized several opportunities, both on and off campus, for additional training opportunities regarding assessment. These training opportunities assure faculty members are consistently assessing their teaching and student learning across the campus.

Challenges
The college handbook (Exhibit # XX), faculty agreement (Exhibit # XX), faculty or adjunct faculty handbooks (Exhibit # XX), do not provide any information or college opinion regarding the falsifying of student grades by staff or faculty.

Future Direction/Recommendations
It is recommended that the administration, staff and faculty officially address the college’s stand on the falsifying of student grades by staff or faculty.

3.C.3

The college catalog has clearly publicised information on credit and non-credit programs on page 7 through 8. This is mirrored at the beginning of the quarterly schedule and in the description of each class. The Enrollment Services Policy Manual (pg. 23) and and the college catalog(pg. 16-17) give guidelines on Credit for Alternative Learning( CALE). The backside of the transcript paper also provides information on the grading policy, CALE, and degree requirements. The college catalog also discusses other options for taking non-credited classes and expanding job skills without taking credited classes.



Strengths
Indications of classes or activities that qualify for credit are clearly defined. Degree and certificate requirements are clearly defined. Numerous non-credit offerings are also available to provide for student learning.

Challenges
Distinctions between CEUs and non-credit are not clearly defined.

Future Direction/Recommendations
Further definitions of CEU vs non-credit.

3.C.4

Transfer of credits is briefly discussed in the Student Handbook (p.6). The Application of Transfer of Credits very clearly states the policies and procedures of bringing in credits. The main source of information on transfer of credits is found in the college catalog (SPSCC College Catalog 2008-2009, p.12-13). Standard 2.C.4 says the institution’s policies for the transfer and acceptance of credit are clearly articulated. In accepting transfer of credits for fulfilling degree requirements, the institution ensures that the credits accepted are comparable to its own courses. Where patterns of transfer from other institutions are established, efforts to formulate articulation agreements are demonstrated. In the college catalog on the above mentioned pages (12 -13), it is clearly shown how to transfer in credits from other schools. It also shows what is needed to transfer credits to other colleges as well as the special transfer agreements we have with other four year colleges and universities. Any student registering on-line for classes gets an important notice page which talks about tuition, waitlists and something called common course numbering. The Common Course Numbering system allows students to transfer a class from this college to another (and vice versa) by having certain courses titled and numbered the same. This makes transferring much easier. All of this information supports Policy 2.5 Transfer and Award of Academic Credits.

Strengths
Common Course numbering system; special transfer agreements with four year universities.

3.C.5

The Family Education Right to Privacy Act (FERPA) Governs our information release policy. The Enrollment Services manual has a chapter dedicated to FERPA (p.43-50). Students must sign release of information forms in order for anything to be released. This information is also found in the student handbook and on the SPSCC website, along with the link to the FERPA release form. The Vault, a room located in Enrollment Services, is the fireproof storage room for all paper records. Electronic records are maintained in the HP 3000 database system, which is also used in all student transactions. HP 3000 records are fairly comprehensive records that are safeguarded through a series of passwords. Individuals who are provided access to these records are give specific levels and areas of access dependant on job classification and need. All employee requests for additional areas or levels of access to records must be approved by the employee’s supervisor, the college’s FERPA coordinator (Dean of Enrollment Services) and the VP for Instruction. The request form is available on the college’s intranet system or through IT services. HP 3000 records are backed up nightly to tape which is stored in a safe in the computer room. Once a month, a copy of the tape is taken off campus to a secure storage facility. Additionally, MIS reporting data is sent to the State Board for backup and reporting purposes in accordance with the published schedule posted on the State Board Website at http://www.sbctc.ctc.edu/docs/datareporting/mis_reporting_calendar_communitycollege.pdf

Strengths
Clearly defined policies and procedures for student record retention and safeguarding.

3.D Student Services

3.D.1

The College admits all individuals who are high school graduates or 18 years of age or older who can benefit from attending. Additionally, high school students who qualify for the Running Start Program are eligible for admission. For those students whose skills are below college level, significant numbers of developmental or remedial courses are offered. These courses include mathematics, reading and English, usually numbered below 100. A major part of the admissions process is assessment. Degree and certificate-seeking students and part-time students enrolling in math and/or English are required to take the Computerized Placement Test (CPT) prior to advising and registration. Several of the College’s technical programs have specific admission or prerequisite requirements due to the technical aspects of the training. These programs are Nursing, Dental Assisting and Fire and Emergency Services Technology. Admission requirements and procedures are clearly outlined in the College Catalog and on the college website as well as the printed Quarterly Class Schedule.
Strengths
College admission standards comply with State requirements and are clearly and readily available for students to access. The testing facility is located conveniently in the same building as Student Admissions. The Testing Center is open long hours so both day and evening students can be accommodated.
Challenges
Budgetary restrictions are expected to limit the class offerings for the next State budget cycle. The major challenge for serving students will be offering classes students need to complete their education goals in the most efficient manner. One direction the college has taken is mapping the times students are able to attend classes and maximizing the class offerings during those times. Summer class offerings have been reduced and all classes must meet minimum attendance requirements.

Future Direction/Recommendations
Administrators and faculty need to continue monitoring class offerings to meet the needs of students. As budgets allow, additional offerings of impacted classes should be added to the curriculum. Currently students who find the classes they need or want fully enrolled have the option of placing themselves on a “Wait List” which allows them to be placed into the class in order if an opening occurs. The Admissions office should monitor this “Wait List” process carefully to determine where the College is not meeting the needs of students.

3.D.2

Since the 2000 Accreditation Self-Study, there have been several positive changes in regards to addressing the special needs of a diverse student body as well as the promotion and awareness of diversity as a worthwhile campus wide initiative. As a direct result of this initiative, The College now requires the completion of a diversity course for all degree seeking students. The College has also created a new Center for Diversity located in the new Student Union building as well as hired a full time Diversity Director. There are also several new student clubs and organizations that support and address the needs of a variety of diverse concerns. Additionally, The College continues to establish relationships with the local community to host cultural events on campus (such as the Latino Summit) as well as to provide instruction on-site to other cultural groups (such as the Chehalis Tribal Project).
The primary strength of the Diversity Initiative at South Puget Sound Community College has been the expansion and establishment of the diversity program itself.. For example, the number of courses that fulfill the new diversity requirement continues to expand, offering students pursuing the associate of arts degree, several courses to choose from in order to meet this new requirement. The challenge, regarding the diversity requirement, involves the limited choices for students pursuing technical degrees as well as those pursuing the associate of science degree, since there are currently no courses from the natural science general education list that fulfill this requirement.
3.D.3
The Computerized Placement Test (CPT) is now the exclusive placement test at the College (the ASSET test is no longer accepted) and currently includes several possible testing accommodations, such as: 1) a paper pen option, 2) closed caption TV, 3) large print, and 4) having a reader, scribe, or interpreter. Students are encouraged to make arrangements for these accommodations in advance whenever possible. Students are allowed to take the CPT two times. If they would like to take the test a third time, they must meet with appropriate staff (such as a counselor), to discuss the reasons why a third test would be appropriate and to obtain their signature. There has also been another important change with the administration of the CPT test. Students are now able to take an average of their scores for the reading and English component of the test (90 average with a minimum score of 80) to obtain an English 101 placement. Students can also provide a writing sample on site in order to obtain a higher course placement as well as meet with appropriate instructors and/or deans in order to demonstrate to them that they have the necessary skills to succeed in a course, despite their placements test results. CPT test scores remain on the books for three years, at which point a student may need to retake the test if they did not take appropriate reading, English or math courses.
Strength
The strength of the testing program has been the move to utilize only one kind of test (CPT) to determine student placement in courses offered at the college as well as to simplify the administration and management of the program.
Challenge
The challenge continues to be the ongoing assessment of the accuracy of the CPT regarding the appropriate placement into SPSCC course offerings.
3.D.4
The policy for academic standards at the College is clearly stipulated in several publications including the college catalog, student handbook, and on the college web site. Students who do not maintain a 2.0 G.P.A. after attempting 29 credits are placed on academic probation and are encouraged to seek appropriate assistance. If they fail to achieve a 2.0 quarterly G.P.A. during the subsequent quarter, they are academically dismissed for the following quarter and required to appeal in order to be readmitted to the College. The appeal process at the College has changed in the last few years and now includes an appeal workshop (which students are highly encouraged to attend before they meet with a counselor to finalize their academic plan). The Academic Standards Committee meets once a quarter to review academic appeals and to determine the conditions upon readmission for each student. Students who have been dismissed for a minimum of three years, need to write a letter addressing their dismissal and meet with a counselor to develop an academic plan in order to return to the College. These students do not need to attend an appeal workshop or have their appeal and academic plan approved by the Academic Standards Committee.
Strength
The strength of the academic standard policy at the college has been the establishment of the appeal workshop for students who have been dismissed. This new requirement has resulted in students taking more responsibility for their academic program and therefore, has increased student success. Additionally, the approval rate for academic appeals and plans being submitted to the academic standards committee has increased as well.
Challenge
The challenge continues to be getting students to attend the appeal workshops in the first place, since they are currently not mandatory to attend. There also is a challenge in being able to put together student schedules because of the specific courses being approved for readmission. As a result, students frequently need to meet with counselors to modify their academic plans, which also leads to late registration. Lastly, there is also a challenge regarding the students who find themselves on academic probation. Currently there is no formal plan in place to address this group of students and as a result many find themselves facing academic dismissal.
3.D.5
The requirements for program and certificate completion/graduation are clearly stated in appropriate publications, such as the college catalog, program planning guides and on the college web site. Program planning guides are updated on a regular basis and are available in hard copy formats in the Student Services Building. The Advising Program has also developed corresponding program planning guides that are easier for students to make use of and understand. These program planning guides are currently available on the intranet and can be accessed by academic advisors when working with students. Students also have access to educational planners, counselors, advisors and the credential evaluator to clarify their specific program requirements and are encouraged to seek this clarification whenever necessary.
Strength
The establishment of the user friendly program planning guides has been the strength of the degree and certificate program outlines. Students are able to understand the program requirements with less interpretation by faculty and advisors. The new degree audit program that will be operational during the fall 2009 quarter, will also be a significant tool for helping students select appropriate courses for their respective programs.
Challenge
The primary challenge with the various program planning guides has been the burden keeping them updated on a regular basis and making them uncomplicated to understand and follow.
3.D.6
The College Financial Aid Office oversees the awarding of more than $4 million in aid annually. The College Foundation also provides more than 200 scholarships ranging from $500.00 to $3,500 which are awarded annually. In addition there are specialty and scholarship awards, emergency scholarships and grants awarded thorugh out the academic year. Scholarship awards total more than $295,000. The cost of financing a college education is steadily rising. Many parents and students are finding it increasingly difficult to pay for college without some financial assistance. We attempt to make limited funds available in a fair and equal manner. The distribution of these funds is regulated by federal and state laws and we cannot determine your eligibility for financial aid unless you complete the application process.
3.D.7
The Financial Aid Office and the College
Foundation publish scholarship booklets which are available in financial aid and the College Foundation offices, as well as high school counseling offices in the region. The financial aid staff regularly makes presentations at parent nights at service area high schools. The College, in addition to providing workshops in the community regarding financial aid, partners with area colleges and student aid related agencies to provide College Goal Sunday. This is a nationwide event target at encouraging all potential students to apply for aid. SPSCC has spearheaded this event for the past three years, hosting it on site for the past two years. Scholarship booklets/ information and financial aid applications are located in building 25, the Student Services and Administration Building.
3.D.8
SPSCC Loan Programs
Due to factors including the rising cost of education and private loans and the institution of fixed-rate federal loans, the College decided to reenter the Federal Family Education Loan Program (FFELP), or the Federal Stafford Loan Program. The College began offering the Stafford Loan to students during the fall 2006 Quarter.

In conjunction with the implementation of the Stafford Loan, the College made the decision to end participation and liquidate its Perkins Loan portfolio. Maintaining the Perkins Loan was very labor intensive for college staff and the loan limits were not adequately meeting many students’ educational costs. All Perkins loan accounts have been assigned and accepted by the U.S. Department of Education. The residual funding in the College’s Perkins account has been returned to DOE and an audit has been conducted regarding the liquidation procedures. The audit submission and final reconciliation and approval by DOE will be concluded in 2009.

The institution regularly monitors the Federal Stafford Loan program by keeping current with changes in federal regulation and tracking the academic progress/continuing eligibility of all loan recipients. The College takes an active role in default prevention activities by requiring entrance and exit loan counseling for all borrowers and contacting and counseling students whose loans become delinquent.

As stated above, all borrowers are required to complete Stafford Loan entrance and exit counseling. These informational sessions cover the borrower’s rights and responsibilities, including their obligation to repay their loan(s).
When a student whom has borrowed a Stafford Loan leaves or graduates from the College, repayment progress is monitored by the lender holding the loan. If a borrower fails to make payment(s) during the repayment period the lender attempts to contact the borrower and reports the delinquency to the College’s guaranty agency. The guarantor sends the College, specifically Student Financial Services, regular detailed reports showing delinquent and defaulted loans. Student Financial Services then attempts to contact the delinquent borrowers to inform them of the delinquency and to encourage them to contact their lender to make arrangements for bringing the loan back into a current repayment status. Thus, the lender, the guarantor and the College are involved in default prevention activities to assist the borrower and to keep the College’s cohort default rate as low as possible.
Strengths
• Serving phenomenal growth in student aid applications, recipients and funds disbursed with very limited additional staffing.
• Participating in the Service Learning/VISTA/AmeriCorp partnership.
• In spite of lagging economy, have been able to maintain steady employment listings for students/employers
• Innovative staff who constantly scan for ways to do things differently, more efficiently and effectively
Challenges
• System limitations and issues with new Financial Aid Management (FAM) software
• Serving growing demand for services in all areas while maintaining high quality service
• Making conscious choices about what to “let go” in light of volume
• Engaging students to get them to thoroughly read and understand required financial aid information
3.D.9
The College provides several different formats for orientation to various student groups and special populations. International, Running Start and Worker Retraining are special student populations that that have their own orientation programs and have program directors that coordinate these services as well. The Worker Retraining students, however, are mainstreamed into the orientation for the general student body. This group of students is a growing population at the College and also is served by Student Support Services in a variety of ways, such as advising and counseling lead support group activities.
The orientation of most students entering the College is done through the Student Support Services Department, which includes Advising, Counseling and Disability Support Services. New Student Advising Sessions are scheduled on a regular on-going basis, and now involve the assistance of computer aided presentations as opposed to being facilitated by counselors or education planners. This new format allows for students to come to these orientations on a staggered time frame. Students can also get started at the College by coming to Walk-in-Registration on Mondays and Tuesdays beginning a week and a half after Advising Day. Students, who take advantage of Walk-in Registration, view the same computerized orientation that students view in the group orientation sessions, but usually use the computers in the Student Support Services area as opposed to the computer room in building 22. During both of these orientation sessions, students will have the opportunity to meet with a counselor or educational planner to select their courses, be assigned a program advisor, and then register for classes either on-line or in person with Enrollment Services.
Strength
The strength of the orientation program for new students has been the expansion and diversity of orientation venues. Students can attend a walk-in orientation session that involves a computerized introduction to the college or attend a group session facilitated by an educational planner.
Challenge
The challenge continues to be getting students to attend orientation as opposed to doing late registration. Students, who opt to do late registration, often are not assigned advisors, take in appropriate courses and are generally not familiar with many of the policies and procedures that govern their daily life at the college. As a result, they eventually encounter problems that often directly impact their academic success. This is a problem that could be helped by making new student orientation a requirement. The other on- going challenge, has been the limited number of staff available to advise and direct a growing student body.
3.D.10
The College has a well established on-going advising program that is mainly administered through the Student Support Services Department. The Faculty serve as the primary academic advisors and receive appropriate training through Student Support Service staff to provide quality advising. The responsibilities and role of the academic advisor are clearly delineated on a handout that students receive during group advising as well as on the advising web page. Continuing students are encouraged to see their assigned program advisor on Advising Day to receive assistance in selecting their courses for the following quarter and to obtain a pin number that is necessary in order to register for classes. Advising Day is scheduled one day each quarter and no day classes are in session to allow instructors to meet with their advisees. Students who are unable to meet with their assigned advisor have the opportunity to meet with an educational planner or counselor on Advising Day or to receive their pin number at a later date, usually a week after Advising Day. Students also have the option to become self-advised by meeting with an advisor and developing an educational plan. See Exhibit room for 2007 and 2008 Graduate Surveys for graduate perceptions about advising services.
Strength
The strength of the advising program for continuing students has been perhaps the pin number system and the new and improved advising day. Students who meet with their assigned advisor on or before advising day are usually able to register on that day for the following quarter. This incentive has brought record numbers of students to advising day to meet with their advisor and register for classes, as well as to attend student success workshops and visit with transfer representatives.
Challenge
The challenge with the pin number system and advising day, continues to be getting students to campus on advising day to meet with their advisor and toget their pin number so they can register in a timely manner. Unfortunately there are still many students who elect not to attend advising day and they end up not getting appropriate program advice nor the classes they need because they register late. This situation could possibly be improved somewhat if students were required to attend advising day.
3.D.11
Career counseling at the College is primarily the responsibility of the faculty counselors. Career counseling services include the offering of credit bearing courses (HDEV 101-Career and Life Planning -3 credits and HDEV 102-Career Planning Seminar -1 credit), Career Planning Workshops (offered at least three times per quarter), and individual career counseling appointments. The counselors utilize the Strong Interest Inventory and the Myers-Briggs Personality Assessment to assist them in helping students identify appropriate career paths. The College Career Center also provides assistance to students in the areas of job search strategies and employment opportunities, such as resume writing, interview techniques and securing internships.
Strengths
The strength of the career counseling program at the college lies with the variety of services available to students.
Challenges
The challenge has been getting students to utilize those services. The counseling program and the college career center is currently exploring different avenues not only for providing career information to students but also how to disseminate that information in a way that encourages students to take advantage of this valuable student success tool.
3.D.12
The College does not provide health care services or housing for students. Medical insurance is, however, made available to students on a voluntary basis. The College Counseling Center does provide crisis intervention counseling as well as referral to community services as needed and available. Short term personal counseling is available on a limited needs-only basis. The College’s International Student Services Office assists international students by contracting with two agencies that provide home stay living in close proximity to the College. (http://saw.spscc.ctc.edu/iss/housing2.htm) Further, international students are assisted with medical insurance through the International Student Services Office when needed. (http://saw.spscc.ctc.edu/iss/healthcare.htm).
Strengths
Brochures are available for students in the Counseling Center in Building 25. These brochures explain the services available and, in the case of Student Injury and Sickness Insurance Plan, the costs. The brochures are clearly written.

Challenges
Space has been an issue but beginning Fall 2009 the Counseling Center will move to Building 22 and will be more easily available to students.

Future Direction/Recommendations
Expansion of Counseling is needed as enrollment climbs. Obviously, the more students who are enrolled at the college, the more services those students will need. Budget restrictions may hamper this effort but it should not be abandoned.

3.D.13
No student housing

3.D.14
Appropriate food services are provided for both resident and nonresident students. These services are supervised by professionally trained food service staff and meet recognized nutritional and mandated health and safety standards.
Although SPSCC does not have resident students, food service is provided to students, staff and community members in the cafeteria and the Percival Room. The College has a comprehensive culinary arts program and students under the direction of a well-qualified staff, provide all campus food service. In addition to a large, newly restructured cafeteria area, the Percival Room is a gourmet dining room used as a training laboratory for culinary arts services students. The College’s food services training program has been expanded over the past eight years to match the changed needs of the field. From renaming the class offerings to better reflect the skills taught thereby attracting students looking for training in a culinary arts program to becoming a fully accredited degree program under AEF, the services provide students, staff and community members with an exemplary array of top-quality food offerings. To achieve this expansion, the culinary arts staff actively recruit students from programs such as New Market who are interested in obtaining certification in a culinary arts program. Additionally, the physical proximity of the baking program has been moved to an area where patrons can observe students actively making the baked goods resulting in increased sales and interest in the program, so much so that the program is now fully enrolled. As the result, students and staff are better served. To serve the community, the College also offers a catering service and is listed as a preferred provider of food services with Best Practices for Heart Healthy offerings for State Agencies. In an effort to make people aware of recycling, the College has instituted the food recycling program at State Agencies, a feature also included in the on-campus food services. Further, the culinary arts staff is changing from Styrofoam take out containers to containers made from wheat stalks, supporting the College’s Sustainability Mission.
Strengths
The Culinary Arts Staff has recognized the need to update the program and the facility and has achieved an impressive change within the program.

Challenges
Although the Culinary Arts area has been updated this past year to reflect the increase in enrollment in the program and in the student use of food services, additional growth will be limited by physical space.

Future Direction/Recommendations
Continual updating of facilities and program offerings as the field emerges including the continued recycling effort both on campus and at any off-campus facilities served by SPSCC students and staff.

3.D.15
SPSCC Commitment to Diversity.
Our mission is to provide quality educational opportunities to a richly diverse community. Therefore, South Puget Sound Community College commits itself to creating and maintaining a learning community and a work environment that:
- Reflects a culturally diverse world view;
- Respects the cultural perspectives of our community members and encourages them to learn freely from each other;
- Promotes the value of diversity and equality in our communication and publications; in our activities and curricular; and in our priorities and resources;
- Acknowledge that diversity is diverse, both visible and invisible, and includes ethnicity, age, gender, sexual orientation, religion, race, national origin, disabilities, and cultural background;
- Practices understanding
- Protects free speech and the right to differing views; and
- Preserve academic freedom
The South Puget Sound Community College Diversity and Equity Center strives to encourage a campus environment that welcomes all cultural Identities. We support the richness of diversity in ethnicity, gender, language, sexual orientations, religion, ages, skills and disabilities, professions, beliefs, and values through education, advocacy, and support services. We focus as a means to focus on inclusiveness; creating an atmosphere that brings together different populations, ideas, and perspectives.
The Diversity Leadership Program has 3 major components; students may participate in one, or all of these. Each program is designed to complement their course work and to forester student success.
E.M.B.R.A.C.E (Educating Myself for Better Awareness and Culture Enrichment)
The EMBRACE Program will:
- Connect classroom learning with experience on how to work with a diverse group and community.
- Explore your culture awareness and enhance your cultural competency.
- Provide an understanding of the nature of our diverse world.
- Increase knowledge of cultural, ethnic and diversity concerns impacting campuses and communities today.
Student Success Mentoring Program
The Student Success Mentoring Program will:
- Provide a support system designed to help you be a successful student.
- Provide supportive mentor/mentee relationships
- Provide workshops and seminars on scholarship writing, study skills, and other aspects of their education.
- Establish through student interaction, a safe environment where learning and understanding of cultural and ethnic differences are respected.
Building the Beloved Community Service Award
Love to give? Sign up for the Beloved Community Service Program and be eligible to win the
President Service Award in January 2010.
For more info on any of these programs contact Eileen at 596-5383 or eyoshina@spscc.ctc.edu

These programs are made available to students through the following activities: Quarterly Open House,
in class presentations, conducted by the Director of Diversity, presentations in the diversity center
and faculty referrals. Students are required to complete an intake questioner and a reflective paper.
In addition students that sign up and complete the Beloved Community Service Program will receive certificate of completion.

Strengths

• Full-time Director of Diversity and Equity can oversee program development and coordinate resources on campus.
• Diversity and Equity Center is open full-time to serve as usable resource and meeting space for students, faculty and staff on campus.
• Diversity and Equity Advisory committee serves to evaluate campus policy and climate issues and make recommendations for future vision of diversity and equity across campus.
• Dedicated fund of $5,000 for professional development supports the continuing growth in cultural competency for all SPSCC employees.
• Diversity and Equity’s alignment with Student Life supports diverse student engagement in campus activities outside the classroom.
• Inclusion of Disability Support Services in Diversity and Equity raises the profile of disability issues on campus.
• Creation of new student affinity-based clubs (ie, Native Students’ Group, Pacific Islanders’ Club, WIN (for students with disabilities), Queer-Straight Alliance) indicate growing level of student engagement in historically marginalized communities.

Challenges

• Staffing: Currently student volunteers keep the Diversity and Equity Center open. The current student volunteers are extremely reliable and capable, but their time and availability is limited. Additionally, student volunteers do not always have the training and background to answer questions and assist all students with their needs in the Diversity Center.
• Staffing: More student groups are starting, but intensive staff support is needed to ensure the long-term success of these clubs. Some of the students from these clubs have never been engaged in student leadership before and need mentoring at each stage of the process and close contact with very engaged advisors who are aware of their specific cultural backgrounds and needs. More advisors from diverse backgrounds are needed who have the time to commit to these students.
• At this time, SPSCC is not tracking data specifically on historically underserved populations (students of color, GLBTQI students, students with disabilities, etc.) We need a comprehensive report on these populations that is consistently updated so that we can locate specific student issues and work strategically to meet their needs. (The Office of Diversity and Equity will begin work on this project this academic year)
• Staff and faculty development in diversity and equity issues is not mandatory. The training on our convocation day was well-received, but typically over the course of the year, diversity and equity professional development opportunities are sparsely attended or attended by the same individuals again and again. It is the stated mission of this institution that diversity and equity issues are important enough to be infused throughout the college; we would like to find ways to make sure as many employees as possible have the opportunity to develop their cultural competency.
• Staffing: Disability Support Services is serving more students than ever and intake of new students to college happens constantly over the course of the quarter. Intakes are important to a student’s college success as one of their first interactions on campus, and they are also time-consuming. Also impacting DSS is the coordination of sign-language interpreter schedule changes. Diversity and Equity is working to meet these challenges efficiently.

3.D.16
Student publications provide a channel for information, serve as a forum for ideas, opinions and creative arts in the college community, and educate interested students in the process of communications. The following statements and procedures are intended to serve as the foundation upon which student publications are operated.
Strengths (of Sounds)
· Empowers student journalists to exercise First Amendment rights and enables them to learn the associated responsibilities
· Offers creative outlet for student journalists
· Gives a public student voice about various activities on campus
· College policy allows for and protects independence of Sounds
· College supports continued funding for Sounds
· Offers opportunities for students to earn money by producing a bi-weekly news publication

Challenges (for Sounds)
· Publication is not associated with a formal journalism program or training at the college
· Writing and editing background often lacking for Sounds staffers
· Students do not earn credit for their work on Sounds, which too often affects individual commitment to the publication
· Publication needs to develop more Web presence vs. current printed version to keep students updated on new technologies directly tied to modern journalism
· Level of staff turnover is sometimes high, which can affect quality of the publication

Exhibit A. South Puget Sound Community College Student Publications Policies
Exhibit B. Enhancement Grants Fund
Exhibit C. S&A Enhancement Grant Application
Exhibit D. Campus Activities event Planning Form
Exhibit E. Event Evaluation: How Did It Go?
Exhibit F. On-Campus Event Planning Steps
3.D.17
In general, student recreational activities and athletics have not had a high priority at the College in the past. Intramural activities are available for students and participation levels have varied. The College has limited facilities for expanding recreational and/or intercollegiate sports programs. However, in Fall Quarter 2006 the Athletic Director was given the responsibility to act as Co-advisor to the Student Life Campus Activities Board’s Intramural and Recreation Coordinator to expand intramural and recreation activities for students. The Coordinator and the Athletic Director work to organize and connect interested students to available activities.
Students as well as staff have access to open times scheduled in the gym, cardio room and weight room. Students may play basketball, work out in the cardio room using equipment such as treadmills and stair climbers or work out in the weight room to develop strength using equipment such as weight machines and free weights. Times when students may use the facilities on a drop-in basis change each term and are clearly posted at the beginning of each term and remain posted during the term.
A wide range of clubs are available for students. Student Life oversees these and other student recreational activities.

Strengths
Given space and budgetary limitations, the College provides a range of facilities to encourage students and staff to be physically fit. Additionally, Student Life encourages participation in clubs and welcomes new clubs as student interest dictates.

Challenges
As with many of the College’s departments, the athletic department has space limitations.

Future Direction/Recommendations
Students should be better informed about the facilities and activities available to them. And as participation increases, use should be monitored to determine if the space and equipment meet the increasing needs of students and staff.

3.D.18
The bookstore is run under the Director of Auxiliary Services whose duties also include coordinating Central Services and Event Planning. Three major changes have impacted the bookstore. The first change was instituting an Advisory Committee comprised of representatives from students, faculty and bookstore staff. Through this committee, students, faculty and staff have the opportunity to participate in the development and monitoring of bookstore policies and procedures. Currently the Committee is investigating how to utilize on-line open-source textbook access. The second major change involves changes in technology that allow students to sell textbooks through an on-line wholesaler anytime during the year instead of a set time at the end of each term and to access course material posted directly to the bookstore website. Because technology is changing so rapidly the Director and the Advisory Committee meet regularly to monitor programs that would be beneficial for SPSCC students. The third change has been keeping the College community apprised of these changes through a quarterly newsletter compiled by the Director.
Strengths
The bookstore staff has responded to staff and student concerns by including those who are affected by the policies in the decision-making process in order to support the College’s programs and contribute to the intellectual climate of the campus community.

Challenges
The impact of textbook purchases from sources other than the College’s bookstore is bound to have a budgetary impact.As more on-line resources become available to students and staff, the bookstore will have to stay aware of the changes and include them in the services provided. Books that can be downloaded from on-line sources will have a major impact on the bookstore. Further, the skyrocketing cost of textbooks should be a major concern.

3.D.19
The Code of Student Rights and Responsibilities establishes guidelines for student publications established by the Washington Administrative Code (WAC). Its purpose is to support and strengthen student’s freedom of speech as well as to provide assistance that may help student media achieve success in serving the student body. Currently the two publications that fall under the policy are The Sounds Newspaper and The Percival Review.
The last formal review of the Code occurred in 2000. Therefore, in 2008 the Student Publication Board reviewed and began updating the policies established under the Student Publications Code. The Board consists of representatives from the administration, faculty and students with the Dean of Student Life serving in the advisory capacity to the SPSCC Board of Directors.
The Advisory Board revised the Code following research into the policies established by other institutions of similar size and missions and included the College’s representative in the Attorney General’s office. The attached Code reflects the changes determined by the Board.
Currently the document has been approved by the College Council and the Administration. The next step will be to process the revision through WAC.
Strengths
The revised code recognizes the changes in student media especially as it includes media beyond the traditional printed format.

Challenges
Improving the overall quality of student publications and assisting students to include non-print media formats. Further the revision helps strengthen students’ 1st Amendment Rights as well as the institution’s exposure to liability.

Future Direction/Recommendations
Following the revision through WAC, the Code will be presented to the SPSCC Board of Directors as the newly revised policy.

The overall quality of communication for student publications would benefit from incorporating the newly established Journalism and Digital Media curriculum into the Sounds newspaper staff training.
3.E Intercollegiate Athletics

3.E.1
SPSCC is a member of the Northwest Athletic Association of Community Colleges (NWAACC) whose members are located in Washington, Oregon and British Columbia. As part of the Office of Student Life the athletic department participates in an annual retreat along with other departments under the purview of the Office of Student Life. During this retreat athletic department goals are reviewed for progress and status, goals are updated or extended if necessary and new goals are set for the upcoming year. The NWAACC will begin site visits to its member institution campuses beginning Spring 2009. These visits will provide the opportunity for the NWAACC Executive Director and the Region Chair do a program review. The College is developing a program review process which the athletic department will participate in when finalized as part of the Office of Student Life.
3.E.2
While striving to assist our student-athletes to succeed academically and athletically Clipper Athletics is committed to operating in compliance with all NWAACC rules and regulations outlined in its rule book, Western Region guidelines outlined in its Handbook and all College rules and regulations. The athletic department makes a copy of the NWWAACC Code Book, Western Region Handbook, Athletic Department Coaches Handbook and Student-Athlete Handbook, available to its coaching staff.
3.E.3
All student-athletes are admitted under the same academic standards as all students who apply for admissions. Degree requirements, financial aid and placement testing etc. are all vested in the same areas that handle these items for all students. Student-athletes must follow the same guidelines, rules and regulations of the college as all other students. The student-athletes must meet the eligibility requirements of the NWAACC to participate in the College’s intercollegiate sports programs.
3.E.4
The athletic program is supported by Services and Activities (S&A) fees collected from students when they enroll at the college. The athletic department participates in the annual S&A budget process along with the other groups that receive funding through this process. The coaches and athletic director work together to produce the budget request to be presented to the S&A budget committee. The funds pay for all operational costs to the athletic programs, which includes but is not limited to team travel, supplies, uniforms, and coach’s stipends. All expenditures are made following the guidelines set forth by the Administrative Services office The athletic department and coaches does fundraising through the booster club which is an account that is held and maintained by the College Foundation office. Any expenditure requires the signature of the athletic director or dean of student life prior to getting final signatures from the Foundation Director and College President.
3.E.5
SPSCC student-athletes, both male and female, receive equitable treatment in providing opportunities to participate in the intercollegiate program. All student-athletes are provided access to the same services and programs as the general student body. SPSCC provides equivalent team locker rooms, and access to facilities to its teams. The sport which is in season is given priority use of the gymnasium facilities. The basketball and softball teams have facilities on campus used for both practice and competition. The men’s soccer team currently has a non-regulation size field on campus to practice and rents fields in the local community for competition. It has been cost prohibitive to provide a regulation sized soccer field on campus.
3.E.6
All pre-season schedules are developed to avoid conflicts with the instructional calendar. All league schedules are developed by the region sports committees are done so to avoid conflicts with member institutions instructional calendars. It is the generally accepted practice of the NWAACC to take into consideration member institutions instructional calendars when scheduling the individual sports championship tournaments.